College Students' Conceptions of Learning of and Approaches to Learning Computer Science

Autor/inn/en	Umapathy, Karthikeyan; Ritzhaupt, Albert D.; Xu, Zhen
Titel	College Students' Conceptions of Learning of and Approaches to Learning Computer Science
Quelle	In: Journal of Educational Computing Research, 58 (2020) 3, S.662-686 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Umapathy, Karthikeyan) ORCID (Ritzhaupt, Albert D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633119872659
Schlagwörter	Computer Science Education; Prior Learning; Learning Motivation; Programming; Gender Differences; Undergraduate Students; Learning Processes; Correlation; Minority Group Students; Public Colleges; Learning Strategies + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Vorkenntnisse; Motivation for studies; Lernmotivation; Programmierung; Geschlechterkonflikt; Learning process; Lernprozess; Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The purpose of this research was to examine college students' conceptions of learning computer science and approaches to learning computer science and to examine the relationships among these two important constructs and possible moderating factors. Student data (N = 193) were collected using the conceptions of learning computer science and the approaches to learning computer science surveys at one public research institution in the southeastern United States. Data were analyzed with descriptive statistics, Confirmatory Factor Analysis models, internal consistency reliability, Pearson correlations, stepwise multiple regression models, and Multivariate Analysis of Variance models. The results suggest that college students most favorably employ a deep strategy approach for learning computer science in which prior knowledge is activated and meaningful learning strategies are used. College students appear to be more extrinsically motivated to learn computer science than intrinsically. Higher level learning conceptions are associated with a deep strategy approach to learning (e.g., Seeing in a new way) whereas low-level conceptions are associated with a surface strategy (e.g., Memorizing) approach to learning. Male college students have slightly higher conceptions of programming than their female counterparts. The findings are discussed and both limitations and delimitations of the study are enumerated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01