Modelling Achievement in Advanced Computer Science: The Role of Learner Characteristics and Perceived Learning Environment

Autor/inn/en	Nasser-Abu Alhija, Fadia; Levi-Eliyahu, Orna
Titel	Modelling Achievement in Advanced Computer Science: The Role of Learner Characteristics and Perceived Learning Environment
Quelle	In: Computer Science Education, 29 (2019) 1, S.79-102 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levi-Eliyahu, Orna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2019.1577633
Schlagwörter	Computer Science Education; Grade 11; Grade 12; High School Students; Academic Achievement; Student Characteristics; Educational Environment; Mathematics Achievement; Self Efficacy; Influences; Positive Attitudes; Student Attitudes; Prior Learning; Gender Differences; Foreign Countries; Israel + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Self-efficacy; Selbstwirksamkeit; Influence; Einfluss; Einflussfaktor; Schülerverhalten; Vorkenntnisse; Geschlechterkonflikt; Ausland
Abstract	Background and Context: Understanding the effects of learner characteristics and perceived learning environment on achievement in academic fields including Computer Science (CS) is of critical importance. Objective: This study aimed at testing a hypothesized model of achievement in CS in terms of the learner and the learning environment characteristics. Method: Data were collected using a questionnaire administered to a random sample of 315 eleventh and twelfth-grade advanced CS students (28% girls). Structural equation modelling (SEM) analysis was utilized to test the proposed structural model. Findings: The hypothesized structural model fits the data reasonably, yet five of the 17 assumed effects were not significant. A modified model with only significant effects fit the data well and accounted for 41% of the variance. Mathematics achievement, self-efficacy and classroom learning environment are the most influential variables on achievement in CS. Implications: The findings bear important implication for helping students by resolving obstacles that obstruct their learning and achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01