Investigating Middle School Students' Early Learning Experience of Computer Science through Creating Apps for Social Good

Abstract

This study investigated middle school students' learning experiences with a computer science and digital literacy (CSDL) curriculum, which was developed through the CS Pathways researcher-practitioner partnership (RPP) project. The curriculum is based on students learning computer science (CS) through creating apps that serve community and social good. Both quantitative and qualitative data were collected from students in three urban districts: 1) 330 paired pre- and post-survey responses indicating students' confidence and interest in both learning CS and creating apps for social good; 2) 343 open-ended question responses in the post-survey probing into students' perceptions on learning CS after taking the course. Whether there were gender differences emerged from both data were also examined. The results showed that students' confidence in coding and creating apps for social good significantly increased after completing the course, regardless of gender. However, their interest in pursuing CS learning remained at a low level. Further analysis showed male students reported significantly stronger interest than female students. Qualitative analysis of the open-ended responses revealed that both male and female students appreciated the collaborative learning environment and learning coding through making apps. Male students did not like certain instructional approaches that their teachers used. Female students expressed their dislike of coding in general. We applied an interest development theory to further understand these results, which suggested that we consider the trajectory of students' interest development of CS.