Abstract
This paper describes an exploratory study to identify which environmental and student factors best predict intention to persist in the computer science major. The findings can be used to make decisions about initiatives for increasing retention. Eight indices of student characteristics and perceptions were developed using the research-based Student Experience of the Major Survey: student-student interaction; student-faculty interaction; collaborative learning opportunities; pace/workload/prior experience with programming; teaching assistants; classroom climate/pedagogy; meaningful assignments; and racism/sexism. A linear regression revealed that student-student interaction was the most powerful predictor of students' intention to persist in the major beyond the introductory course. Other factors predicting intention to persist were pace/workload/prior experience and male gender. The findings suggest that computer science departments interested in increasing retention of students set structured expectations for student-student interaction in ways that integrate peer involvement as a mainstream activity rather than making it optional or extracurricular. They also suggest departments find ways to manage programming experience gaps in CS1.
- Astin, A. W. (1977). Four critical years. Effects of college on beliefs, attitudes, and knowledge. San Francisco: Jossey-Bass Publishers.Google Scholar
- Astin, A. W. (1984). Student Involvement: A developmental theory for higher education. Journal of College Student Personnel, 25, 297--308.Google Scholar
- Astin, A. W. (1991). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. New York: American Council on Education/Macmillan.Google Scholar
- Barker, L. J. & Garvin-Doxas, K. (2004). Making visible the behaviors that influence learning environment: A qualitative exploration of computer science classrooms. Computer Science Education, 14(2), 119--145.Google ScholarCross Ref
- Barker, L., Cohoon, J. M., & Schaefer, S. (2007). Student Experience of the Major Survey at a Glance. http://www.ncwit.org/pdf/SEM_AtaGlance.pdfGoogle Scholar
- Biggers, M., Brauer, A., and Yilmaz, T. (2008). Student perceptions of computer science: A retention study comparing graduating seniors with CS leavers. SIGCSE Bulletin ( 40) 1, 402--406. Google ScholarDigital Library
- Cohoon, J. M. & Aspray, W. F. (2006). Women and information technology: Research on underrepresentation. MIT Press: Cambridge, MA. Google ScholarDigital Library
- Correll, S. (2004). Constraints into preferences: Gender, status and emerging career aspirations. American Sociological Review (69)1, 93--113.Google ScholarCross Ref
- Jagacinski, C. M., Lebold, W. K., & Salvendy, G. (1988). Gender Differences in Persistence in Computer-Related Fields. Journal of Educational Computing Research, 4(2), 185--202. Kuh, G. D., Schuh, J., Whitt, E. & Associates. (1991). Involving colleges. San Francisco, CA: Jossey-Bass.Google ScholarCross Ref
- Jacobson, N. & Schaefer, S. (2008). Pair programming in CS1: Overcoming objections to its adoption. ACM SIGCSE Bulletin (40)2, 93--96. Google ScholarDigital Library
- McDowell, C., Werner, L., Bullock, H., & Fernald J. (2006) Pair programming improves student retention, confidence, and program quality. Communications of the ACM (49)8, 90--95. Google ScholarDigital Library
- National Center for Women & IT. (2007). NCWIT Scorecard: A report on the status of women in information technology. www.ncwit.org/pdf/2007_Scorecard_Web.pdfGoogle Scholar
- Peltier, J. W., Laden, R., & Matranga, M. (1999). Student persistence in college: A review of research. Journal of College Student Retention, 1(4), 357--75.Google ScholarCross Ref
- Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. San Francisco, CA: Jossey-Bass. 50--51.Google Scholar
- Strenta, A. C., Elliott, R., Adair, R., Matier, M., & Scott, J. (1994). Choosing and Leaving Science in Highly Selective Institutions. Research in Higher Education, 35(5), 513--547.Google ScholarCross Ref
- Tinto, V. (1994). Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.). Chicago: The University of Chicago Press.Google Scholar
- Weidman, J. (1989). Undergraduate socialization: A conceptual approach. In J. Smart (Ed.), Higher education: Handbook of theory and research. New York: Agathon.Google Scholar
Index Terms
- Exploring factors that influence computer science introductory course students to persist in the major
Recommendations
Student perceptions of computer science: a retention study comparing graduating seniors with cs leavers
SIGCSE 08Students who develop a strong interest in another field can hardly be fair target for retention efforts. There are others, however, who might do very well in this field but who leave computer science because of misunderstandings about and a negative ...
Exploring factors that influence computer science introductory course students to persist in the major
SIGCSE '09: Proceedings of the 40th ACM technical symposium on Computer science educationThis paper describes an exploratory study to identify which environmental and student factors best predict intention to persist in the computer science major. The findings can be used to make decisions about initiatives for increasing retention. Eight ...
Departmental differences can point the way to improving female retention in computer science
Departmental attrition data from one state show that the difference between male and female rates of undergraduate attrition from computer science varies by institution. This analysis suggests that departmental factors are important in attrition from ...
Comments