Document Type

Presentation

Journal/Book Title/Conference

2025 Annual Meeting of the American Educational Research Association (AERA)

Publisher

American Educational Research Association (AERA)

Location

Denver, CO

Publication Date

4-2025

Journal Article Version

Accepted Manuscript

First Page

1

Last Page

17

Abstract

This paper presents a model, the double integration model, for integrating Computer Science (CS) and mathematics in upper elementary instruction. Fifth-grade students (n=1,037) participated either in the double integrated model (Condition 1; integrated in both CS and Math instruction) or integrated lessons only in CS instruction (Condition 2). After each lesson, students rated their enjoyment, perceived ease, and perceptions of CS-math connections. Multilevel analyses revealed that Condition 1 students reported significantly more positive perceptions and stronger CS-math connections of the lessons than Condition 2 students. Girls in Condition 1 responded more positively than boys on enjoyment and connection items, and outperformed Condition 2 girls across all measures. These findings underscore the double integration model's effectiveness, particularly in enhancing girls' engagement.

Comments

This work was supported by National Science Foundation Grant no. 2031382 and 2031404. Opinions, findings, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the funding agency. We thank the participating teachers and students.

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