Abstract

The purpose of this study was to determine if a relationship existed between the implementation of a computer science immersive learning experience and achievement on the Florida Standards Assessment (FSA) English Language Arts (ELA) or the FSA Mathematics. Two research questions, each with two sub-questions, guided the research of the study. The sub-questions addressed historically underrepresented groups in computer science. These subgroups included African Americans, Hispanics, Mixed Race individuals, and females. Research Question 1 analyzed the relationship between the implementation of the computer science immersive learning experience when a cohort control group design was used. Research Question 2 determined if a relationship existed when the treatment schools were compared to demographically similar schools that did not receive the treatment of computer science immersion. A two-way analysis of variances (ANOVA) was run for each of the research questions with the subgroups of students used as moderators for the treatment. Statistical significance was found for the following groups; fourth grade ELA Hispanic cohort, fourth grade Hispanic mathematics cohort, third grade ELA cohort, third grade mathematics cohort, the ELA treatment group, and the mathematics treatment group. Statistically significant findings showed negative, positive, and neutral effects on the treatment groups. These findings provide implications for the implementation of computer science immersion in other elementary schools with similar student demographic variables. Further investigation is needed to determine other potential impacts on student achievement over time.

Notes

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Graduation Date

2019

Semester

Summer

Advisor

Taylor, Rosemarye

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive

Format

application/pdf

Identifier

CFE0007627

URL

http://purl.fcla.edu/fcla/etd/CFE0007627

Language

English

Release Date

August 2024

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

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