Factors that influence students' plans to take computing and information technology subjects in senior secondary school

This article explores factors that contribute to low participation rates in computing and information technology (CIT) courses in senior secondary school, particularly for females. Partly drawing on the Values-Expectancy Theory the following variables are explored separately and within a single mode...

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Vydáno v:Computer science education Ročník 21; číslo 2; s. 175 - 199
Hlavní autoři: Downes, Toni, Looker, Dianne
Médium: Journal Article
Jazyk:angličtina
Vydáno: Norwood Routledge 01.06.2011
Taylor & Francis Ltd
Témata:
Ability
Academic ability
Access to Computers
Australia
Barriers
Beliefs
Computation
Computer science
Computer Science Education
Computer Use
computing studies
Course Selection (Students)
Enrollment Influences
Females
Focus Groups
Foreign Countries
gender
Gender Differences
Gender issues
Influences
Information and communications technology
Information Technology
Mathematical models
participation
Participation Rates
schooling
Science Education
Science Instruction
Secondary education
Secondary School Students
Secondary Schools
Self Concept
Student Attitudes
Student beliefs
Student Surveys
Students
Subject selection (Students)
Technology Integration
Upper secondary years
Values
Australia
New South Wales
ISSN:0899-3408, 1744-5175
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Popis
Shrnutí:This article explores factors that contribute to low participation rates in computing and information technology (CIT) courses in senior secondary school, particularly for females. Partly drawing on the Values-Expectancy Theory the following variables are explored separately and within a single model: gender, ability and values beliefs, access and use at home and at school. As well as presenting results consistent with current literature, an inclusive and eclectic model is developed. The model indicates that, in addition to gender and the student's beliefs about the value of the subjects, plans to take CIT subjects are also affected by the amount of use of IT at school. These school-related factors are inter-connected either directly or indirectly with students' beliefs about their IT abilities at both schooland home, as well as the amount of use at home. For educators who seek to improve participation rates, particularly for females, theidentification of school-related variables is encouraging, as the school - unlike the home - is a relatively accessible site of intervention.
Bibliografie:Computer Science Education; v.21 n.2 p.175-199; June 2011
Refereed article. Includes bibliographical references.
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ISSN:0899-3408
1744-5175
DOI:10.1080/08993408.2011.579811