The Findings Group, LLC

Authors: Dana Linnell Wanzer, Tom Mcklin, Jason Freeman, Brian Magerko, Taneisha Lee

Abstract

Background and Context: EarSketch was developed as a program to foster persistence in computer science with diverse student populations. Objective: To test the effectiveness of EarSketch in promoting intentions to persist, particularly among female students and under-represented minority students. Method: Meta-analyses, structural equation modeling, multi-level modeling, and qualitative analyses were performed to examine how participation in EarSketch and other factors affect students’ intentions to persist in computing. Findings: Students significantly increased their intentions to persist in computing, g = .40[.25,54], but examination within just the five quasi-experimental studies did not result in a significant difference for students in EarSketch compared to students not in EarSketch, g = .08[−.07, .23]. Student attitudes towards computing and the perceived authenticity of the EarSketch environment significantly predicted intentions to persist in computing. Implications: Participation in computer science education can increase students’ intentions to persist in programming, and EarSketch is one such program that can aid in these intentions.

Citation:
Wanzer, Dana & Mcklin, Tom & Freeman, Jason & Magerko, Brian & Lee, Taneisha. (2020). Promoting intentions to persist in computing: an examination of six years of the EarSketch program. Computer Science Education. 30. 1-26. 10.1080/08993408.2020.1714313.