The Association of High School Computer Science Content and Pedagogy with Students' Success in College Computer Science

Autor/inn/en	Burgiel, Heidi; Sadler, Philip M.; Sonnert, Gerhard
Titel	The Association of High School Computer Science Content and Pedagogy with Students' Success in College Computer Science
Quelle	In: ACM Transactions on Computing Education, 20 (2020) 2, Artikel 13 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
Schlagwörter	Computer Science Education; High School Students; College Students; High School Teachers; Teaching Methods; Course Content; Academic Achievement; Student Characteristics; Grades (Scholastic); Programming; Computer Use; Scores; Mathematics Achievement; Educational Innovation; College Entrance Examinations; Mathematics Tests; Introductory Courses; Conventional Instruction; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Schulleistung; Notenspiegel; Programmierung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Instructional innovation; Bildungsinnovation; Aufnahmeprüfung; Einführungskurs; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The number of computer science (CS) courses has been dramatically expanding in U.S. high schools (HS). In comparison with well-established courses in mathematics and science, little is known about how the decisions made by HS CS teachers regarding how and what to teach impact student performance later in introductory college CS courses. Drawing on a large sample of 2,871 introductory college CS students at 115 U.S. institutions who had taken a CS course in HS, we examined the topic coverage and prevailing instructional methods in the HS course and investigated how these experiences influenced student performance in college CS. Controlling for differences in student background, we find two predictors of higher grades in college CS: greater frequency of coding-related activities in HS (programming, debugging, studying algorithms) and lower frequency of "non-coding" computer use (e.g., data analysis, computer security). Interaction models revealed a more complex story. Coding-related activity more heavily benefited students who did not have coding help available at home. In the 28% of college CS courses in which instructors employed innovative pedagogies, students with higher ACT or SAT mathematics scores had a greater advantage than in traditionally taught courses. Finally, in the innovative college courses, students whose HS CS exams had typically included testing on vocabulary did worse than students whose exams had not included such tests. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01