Computer science (CS) courses at universities play a crucial role in guiding students toward further studies and careers in STEM fields. However, many women and underrepresented students often hesitate to pursue these paths. Researchers at the University of Delaware are exploring better ways to support all students in their learning and encourage them to stay in the CS field.
Associate Professor Teomara Rutherford and her team studied how student motivation changes in introductory CS classes. They found that while students’ perception of CS value decreased over the semester, their sense of belonging and confidence in their ability to succeed increased. This research is helping faculty enhance their course designs to create more supportive learning environments.
Rutherford explains that this effort stems from a genuine desire among CS faculty to ensure a positive first-year experience for all students. “Certain motivational aspects are easier to change and are closely linked to students’ performance,” she said. Instructors can improve motivation by highlighting the importance of the course, reducing frustration, and making daily lessons more engaging.
Throughout their study, the researchers surveyed over 500 students four times during a CS course. They asked questions about students’ interest in CS, sense of belonging, and confidence in their abilities. The results showed that women, trans, and non-binary students initially felt less accepted and less confident in their skills, but these feelings improved significantly by the end of the course.
The study also uncovered strong links between students’ motivation and their performance. Those who valued the course and felt it was important tended to perform better. For many, this personal investment went hand-in-hand with their emerging identity as a computer scientist.
Interestingly, while some motivations increased during the semester, others dropped. Many students began to feel that the course held less value over time, and those feeling emotionally drained were likely to underperform.
“Most students were confident they could succeed, but as the semester progressed, their enthusiasm slightly waned,” noted Bart, a professor at UD. “This decline is not uncommon; learning can be tiring, especially towards the end of the semester. We are committed to addressing these challenges and boosting overall enthusiasm.”
To enhance motivation and retention, the authors suggest that CS instructors communicate the real-world applications of computer science. They recommend using open-ended projects, connecting class material to specific careers, and inviting senior students or alumni to share their journeys.
For students coping with the emotional demands of the course, instructors could implement strategies to improve self-regulation skills. This could involve reflective writing on overcoming challenges or developing better organizational and study habits.
“Our aim is to use these insights to enhance our courses,” Bart shared. For example, last fall, students chose to work on projects like building a web application or creating a steganography tool. Both options integrated course topics while allowing students the freedom to explore their interests.
Chad Lowe, an academic advisor in the CS department, emphasizes the importance of linking course content to future careers. He has noticed a rise in student interest, with a 14% increase in enrollment for the CS minor since spring 2023. More students are also seeking double majors, viewing CS as an essential component of their education in today’s tech-driven world.
As these researchers continue their work, they are hopeful that their findings will help keep students engaged and excited about computer science.
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