research-article

The Association of High School Computer Science Content and Pedagogy with Students’ Success in College Computer Science

Authors:

Philip M. Sadler,

Gerhard SonnertAuthors Info & Claims

ACM Transactions on Computing Education (TOCE), Volume 20, Issue 2

Article No.: 13, Pages 1 - 21

https://doi.org/10.1145/3381995

Published: 24 April 2020 Publication History

Abstract

The number of computer science (CS) courses has been dramatically expanding in U.S. high schools (HS). In comparison with well-established courses in mathematics and science, little is known about how the decisions made by HS CS teachers regarding how and what to teach impact student performance later in introductory college CS courses. Drawing on a large sample of 2,871 introductory college CS students at 115 U.S. institutions who had taken a CS course in HS, we examined the topic coverage and prevailing instructional methods in the HS course and investigated how these experiences influenced student performance in college CS. Controlling for differences in student background, we find two predictors of higher grades in college CS: greater frequency of coding-related activities in HS (programming, debugging, studying algorithms) and lower frequency of “non-coding” computer use (e.g., data analysis, computer security). Interaction models revealed a more complex story. Coding-related activity more heavily benefited students who did not have coding help available at home. In the 28% of college CS courses in which instructors employed innovative pedagogies, students with higher ACT or SAT mathematics scores had a greater advantage than in traditionally taught courses. Finally, in the innovative college courses, students whose HS CS exams had typically included testing on vocabulary did worse than students whose exams had not included such tests.

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Cited By

Borges JMcInerney CExton CHarkin BMcGarr O(2024)The subjective nature of curriculum innovation: The case of computer science students in upper secondary education in IrelandComputer Science Education10.1080/08993408.2024.2421680(1-29)Online publication date: 19-Nov-2024
https://doi.org/10.1080/08993408.2024.2421680
Lusa Krug DMouza CJones WBarnett TShepherd DDoyle MStephenson BDorn BSoh LBattestilli L(2023)Attracting Adults to Computer Programming via Hip HopProceedings of the 54th ACM Technical Symposium on Computer Science Education V. 110.1145/3545945.3569800(528-534)Online publication date: 2-Mar-2023
https://dl.acm.org/doi/10.1145/3545945.3569800
Malmi LSheard JKinnunen PSimon Sinclair J(2022)Development and Use of Domain-specific Learning Theories, Models, and Instruments in Computing EducationACM Transactions on Computing Education10.1145/353022123:1(1-48)Online publication date: 29-Dec-2022
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Index Terms

The Association of High School Computer Science Content and Pedagogy with Students’ Success in College Computer Science
1. Social and professional topics
  1. Professional topics
    1. Computing education

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cover image ACM Transactions on Computing Education

ACM Transactions on Computing Education Volume 20, Issue 2

June 2020

174 pages

EISSN:1946-6226

DOI:10.1145/3382496

Editor:
Chris Hundhausen
Washington State University, USA

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Publication History

Published: 24 April 2020

Accepted: 01 January 2020

Revised: 01 January 2020

Received: 01 August 2018

Published in TOCE Volume 20, Issue 2

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Borges JMcInerney CExton CHarkin BMcGarr O(2024)The subjective nature of curriculum innovation: The case of computer science students in upper secondary education in IrelandComputer Science Education10.1080/08993408.2024.2421680(1-29)Online publication date: 19-Nov-2024
https://doi.org/10.1080/08993408.2024.2421680
Lusa Krug DMouza CJones WBarnett TShepherd DDoyle MStephenson BDorn BSoh LBattestilli L(2023)Attracting Adults to Computer Programming via Hip HopProceedings of the 54th ACM Technical Symposium on Computer Science Education V. 110.1145/3545945.3569800(528-534)Online publication date: 2-Mar-2023
https://dl.acm.org/doi/10.1145/3545945.3569800
Malmi LSheard JKinnunen PSimon Sinclair J(2022)Development and Use of Domain-specific Learning Theories, Models, and Instruments in Computing EducationACM Transactions on Computing Education10.1145/353022123:1(1-48)Online publication date: 29-Dec-2022
https://dl.acm.org/doi/10.1145/3530221
Lee SFrancom GNuatomue J(2022)Computer science education and K-12 students’ computational thinking: A systematic reviewInternational Journal of Educational Research10.1016/j.ijer.2022.102008114(102008)Online publication date: 2022
https://doi.org/10.1016/j.ijer.2022.102008
Boda PMcGee SSherriff MMerkle LCutter PMonge ASheard J(2021)Broadening Participation and Success in AP CSA: Predictive Modeling from Three Years of DataProceedings of the 52nd ACM Technical Symposium on Computer Science Education10.1145/3408877.3432421(626-632)Online publication date: 3-Mar-2021
https://dl.acm.org/doi/10.1145/3408877.3432421

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