Exploring Engagement and Self-Efficacy in an Introductory Computer Science Course

Abstract

Introductory computer science courses often pose unique challenges for non-computer science majoring students, and understanding the factors that contribute to these struggles is crucial for enhancing students' learning experiences. This research delves into the engagement and self-efficacy of 14 international undergraduate students enrolled in an introductory computer science course tailored for non-CS majors. We use a combination of an initial online survey and the Experience Sampling Method (ESM) to gather data on students' experiences and perceptions throughout the course. The ESM interviews conducted during students' tutorials offer real-time insight into the fluctuations of their engagement and self-efficacy. Findings reveal a positive correlation between aspects of engagement and self-efficacy, indicating that students' higher levels of engagement coincide with stronger beliefs in their capabilities to succeed in the course. Moreover, we identified course topics with which students were disengaged and that corresponded to lower self-efficacy. By recognizing the challenges faced by non-CS majoring students and the impact of specific course topics and teaching styles on their engagement and self-efficacy, we provide advice for designing tailored interventions and instructional strategies.