Impact of Creative Competency Exercises on College Computer Science Students' Learning, Achievement, Self-Efficacy, and Creativity
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| Title: | Impact of Creative Competency Exercises on College Computer Science Students' Learning, Achievement, Self-Efficacy, and Creativity |
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| Language: | English |
| Authors: | Wang, Shiyuan, Shell, Duane F., Flanigan, Abraham, Peteranetz, Markeya, Soh, Leen-Kiat |
| Source: | AERA Online Paper Repository. 2017. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2017 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Creativity, College Students, Computer Science Education, Self Efficacy, Knowledge Level, Computation, Competence, Undergraduate Students, Program Effectiveness, Grades (Scholastic), Retention (Psychology) |
| Abstract: | The purpose of the present study was to investigate how inclusion of computational creativity exercises (CCE) based on Epstein's Generativity Theory (1996, 2005; Epstein, Schmidt, & Warel, 2008) in post-secondary computer science [CS] courses affected students' class grades, learning of computational thinking and CS knowledge, self-efficacy, and creative competency. A propensity score matching technique was used to create two comparable groups (control/intervention). ANOVA results showed that the implementation of CCE in undergraduate computer science courses enhanced student class grades, long-term retention of core knowledge, and higher self-efficacy for creatively applying their CS knowledge. The effect of the CCEs was consistent across upper and lower division courses for all outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository |
| Accession Number: | ED597415 |
| Database: | ERIC |
| Abstract: | The purpose of the present study was to investigate how inclusion of computational creativity exercises (CCE) based on Epstein's Generativity Theory (1996, 2005; Epstein, Schmidt, & Warel, 2008) in post-secondary computer science [CS] courses affected students' class grades, learning of computational thinking and CS knowledge, self-efficacy, and creative competency. A propensity score matching technique was used to create two comparable groups (control/intervention). ANOVA results showed that the implementation of CCE in undergraduate computer science courses enhanced student class grades, long-term retention of core knowledge, and higher self-efficacy for creatively applying their CS knowledge. The effect of the CCEs was consistent across upper and lower division courses for all outcomes. |
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