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dc.contributor.authorPappas, I.
dc.contributor.authorGiannakos, M.
dc.contributor.authorJaccheri, L.
dc.contributor.authorSampson, Demetrios
dc.date.accessioned2017-09-27T10:20:31Z
dc.date.available2017-09-27T10:20:31Z
dc.date.created2017-09-27T09:48:07Z
dc.date.issued2017
dc.identifier.citationPappas, I. and Giannakos, M. and Jaccheri, L. and Sampson, D. 2017. Assessing student behavior in computer science education with an fsQCA approach: The role of gains and barriers. ACM Transactions on Computing Education. 17 (2): Article ID 10.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/56671
dc.identifier.doi10.1145/3036399
dc.description.abstract

This study uses complexity theory to understand the causal patterns of factors that stimulate students' intention to continue studies in computer science (CS). To this end, it identifies gains and barriers as essential factors in CS education, including motivation and learning performance, and proposes a conceptual model along with research propositions. To test its propositions, the study employs fuzzy-set qualitative comparative analysis on a data sample from 344 students. Findings indicate eight configurations of cognitive and noncognitive gains, barriers, motivation for studies, and learning performance that explain high intention to continue studies in CS. This research study contributes to the literature by (1) offering new insights into the relationships among the predictors of CS students' intention to continue their studies and (2) advancing the theoretical foundation of how students' gains, barriers, motivation, and learning performance combine to better explain high intentions to continue CS studies.

dc.titleAssessing student behavior in computer science education with an fsQCA approach: The role of gains and barriers
dc.typeJournal Article
dcterms.source.volume17
dcterms.source.number2
dcterms.source.issn1946-6226
dcterms.source.titleACM Transactions on Computing Education
curtin.departmentSchool of Education
curtin.accessStatusFulltext not available


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