Abstract
A global concern in recent years has been the formal incorporation of computing subjects to high school curricula. In New Zealand (NZ) Computer Science (CS) and programming standards were introduced to high schools in 2011 as part of the main leaving qualification. This research explores questions around what barriers prevent students from learning CS and programming at NZ high schools.
Although many barriers were identified after the introduction of these topics in 2011, it is useful to explore recent developments in the area. During a preliminary analysis of official data it was noticed that over the years the student uptake for CS and programming standards was relatively low compared to uptake for other STEM subjects such as Science, Maths and Physics. This motivated my exploration of the current situation and trends of student participation in computing standards, and the barriers and supports which affect offerings of high school computing courses.
My research consists of four major studies. The first involved analysing official data to understand the current situation and trends regarding the number of students participating in computing subjects at high schools. Additionally to the low uptake of these standards, I found equity gaps in terms of gender, ethnicity and socio-economic status of schools.
In the second study the questions of why students do not select those standards, and what are their experiences when they participate, were investigated by interviewing 23 university students. It became apparent that a number of factors influence students’ decisions, such as constraints within the current curriculum or the placement of the computing standards under the “less academic” Technology domain. However, a lack of popularity, issues with the content and the assessment as well as existing stereotypes were also mentioned as discouraging participation.
These findings fed into the third study, a national survey of Digital Technology teachers and principals. The 91 responses yield quantitative and qualitative data regarding various aspects of barriers to students’ participation, barriers to implementing and teaching, and also suggestions on how to overcome those barriers.
My final study was a three round Delphi study with a panel of national and international experts. In the first round experts were asked to elaborate on the challenges to participation and to express ideas regarding plausible and desirable future scenarios for computing education in NZ. The second round focused on possible solutions to increase student participation. The third round involved experts sharing their ideas regarding the implementation of the most important solutions to close the gap between the plausible and the desirable future scenarios.
Based on this data a conceptual framework was developed illustrating the interplay of the research problem, challenges, solutions and initial implementation ideas. This framework was designed with the intention to summarise and present potential ways to increase student participation and engagement for CS and programming standards.
I hope my research will have useful implications for government and high schools with regard to computer science education policy as well as teacher practices around computing in NZ, and lead to improved student participation.