Practitioner Perspectives on COVID-19's Impact on Computer Science Education among High Schools Serving Students from Lower and Higher Income Families

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Autor/inn/en	McGill, Monica; Snow, Eric; Vaval, Luronne; DeLyser, Leigh Ann; Wortel-London, Stephanie; Thompson, Angelica
Titel	Practitioner Perspectives on COVID-19's Impact on Computer Science Education among High Schools Serving Students from Lower and Higher Income Families
Quelle	In: ACM Transactions on Computing Education, 23 (2023) 1, Artikel 12 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Computer Science Education; COVID-19; Pandemics; Socioeconomic Status; High School Teachers; Teacher Attitudes; Access to Education; Student Participation; Student Experience; Gender Differences; Attendance; Learner Engagement; High School Students + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Socio-economic status; Sozioökonomischer Status; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Studienerfahrung; Geschlechterkonflikt; Anwesenheit; Student; Students; Schüler; Schülerin; Studentin
Abstract	Research Problem: Computer science (CS) education researchers conducting studies that target high school students have likely seen their studies impacted by COVID-19. Interpreting research findings impacted by COVID-19 presents unique challenges that will require a deeper understanding as to how the pandemic has affected underserved and underrepresented students studying or unable to study computing. Research Question: Our research question for this study was: "In what ways has the high school computer science educational ecosystem for students been impacted by COVID-19, particularly when comparing schools based on relative socioeconomic status of a majority of students?" Methodology: We used an exploratory sequential mixed methods study to understand the types of impacts high school CS educators have seen in their practice over the past year using the CAPE theoretical dissaggregation framework to measure schools' Capacity to offer CS, student Access to CS education, student Participation in CS, and Experiences of students taking CS. Data Collection Procedure: We developed an instrument to collect qualitative data from open-ended questions, then collected data from CS high school educators (n = 21) and coded them across CAPE. We used the codes to create a quantitative instrument. We collected data from a wider set of CS high school educators (n = 185), analyzed the data, and considered how these findings shape research conducted over the last year. Findings: Overall, practitioner perspectives revealed that capacity for CS Funding, Policy & Curriculum in both types of schools grew during the pandemic, while the capacity to offer physical and human resources decreased. While access to extracurricular activities decreased, there was still a significant increase in the number of CS courses offered. Fewer girls took CS courses and attendance decreased. Student learning and engagement in CS courses were significantly impacted, while other noncognitive factors like interest in CS and relevance of technology saw increases. Practitioner perspectives also indicated that schools serving students from lower-income families had (1) a greater decrease in the number of students who received information about CS/CTE pathways; (2) a greater decrease in the number of girls enrolled in CS classes; (3) a greater decrease in the number of students receiving college credit for dual-credit CS courses; (4) a greater decrease in student attendance; and (5) a greater decrease in the number of students interested in taking additional CS courses. On the flip-side, schools serving students from higher income families had significantly higher increases in the number of students interested in taking additional CS courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01