Modelling achievement in advanced computer science: the role of learner characteristics and perceived learning environment

Fadia Nasser-Abu Alhija*, Orna Levi-Eliyahu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish
Pages (from-to)79-102
Number of pages24
JournalComputer Science Education
Volume29
Issue number1
DOIs
StatePublished - 2 Jan 2019

Keywords

  • Achievement
  • attitudes
  • classroom environment
  • prior Experience
  • self-efficacy

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