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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
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
FullText Text:
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  Data: Impact of Creative Competency Exercises on College Computer Science Students' Learning, Achievement, Self-Efficacy, and Creativity
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Shiyuan%22">Wang, Shiyuan</searchLink><br /><searchLink fieldCode="AR" term="%22Shell%2C+Duane+F%2E%22">Shell, Duane F.</searchLink><br /><searchLink fieldCode="AR" term="%22Flanigan%2C+Abraham%22">Flanigan, Abraham</searchLink><br /><searchLink fieldCode="AR" term="%22Peteranetz%2C+Markeya%22">Peteranetz, Markeya</searchLink><br /><searchLink fieldCode="AR" term="%22Soh%2C+Leen-Kiat%22">Soh, Leen-Kiat</searchLink>
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  Data: 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
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  Data: 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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      – Text: English
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      Pagination:
        PageCount: 8
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      – SubjectFull: Creativity
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Computer Science Education
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Computation
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      – SubjectFull: Retention (Psychology)
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