Modelling achievement in advanced computer science: the role of learner characteristics and perceived learning environment

ABSTRACT

Background and Context: Understanding the effects of learner characteristics and perceived learning environment on achievement in academic fields including Computer Science (CS) is of critical importance.

Objective: This study aimed at testing a hypothesized model of achievement in CS in terms of the learner and the learning environment characteristics.

Method: Data were collected using a questionnaire administered to a random sample of 315 eleventh and twelfth-grade advanced CS students (28% girls). Structural equation modelling (SEM) analysis was utilized to test the proposed structural model.

Findings: The hypothesized structural model fits the data reasonably, yet five of the 17 assumed effects were not significant. A modified model with only significant effects fit the data well and accounted for 41% of the variance. Mathematics achievement, self-efficacy and classroom learning environment are the most influential variables on achievement in CS.

Implications: The findings bear important implication for helping students by resolving obstacles that obstruct their learning and achievement.

KEYWORDS:

• Achievement
• classroom environment
• self-efficacy
• attitudes
• prior Experience

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Fadia Nasser-Abu Alhija

Fadia Nasser-Abu Alhija is an associate is an associate professor at Tel Aviv University. Her research interests include teaching improvement, correlates of student achievement, issues related to measurement, assessment and evaluation.

Orna Levi-Eliyahu

Orna Levi-Eliyahu is a high school CS teacher. She holds a Master's degree in measurement and evaluation from Tel Aviv University.