Students’ Perceived Expectancy, Value, and Cost of Computer Science after Participation in a GIS-Infused Unit

April 14, 2023


Lauren C. Pagano

Northwestern University

Jose J. Sotelo

Northwestern University

Raisa Blazquez

The Learning Partnership

Randi L. McGee-Tekula

The Learning Partnership

Steven McGee

The Learning Partnership

Bob Kolvoord

James Madison University

David H. Uttal

Northwestern University

Students’ engagement with geographic information systems (GIS) can improve spatial skills, which are predictors of STEM success. We used a survey motivated by Eccles’s expectancy-value-cost framework to assess students’ perceptions of their computer science (CS) courses before and after participation in a GIS unit. The unit provided opportunities to apply GIS to inquiry-based projects focused on solving problems in their own communities. Across four teachers, 158 students participated in the GIS unit and completed the survey. We found that students’ reports of classroom equity predicted their expectancy of success in and value of CS and their desire to take additional CS courses or major in CS. We also examined students’ performance on a geospatial problem-solving assessment to investigate their understanding of GIS and their spatial reasoning.

Suggested Citation

Pagano, L. C., Sotelo, J., Blazquez, R., McGee-Tekula, R. L., McGee, S., Kolvoord, R. A., & Uttal, D. H. (2023, April 13-16). Students’ Perceived Expectancy, Value, and Cost of Computer Science Participation after a GIS-Infused Unit [Paper]. Paper presented at the annual meeting of the American Educational Research Association in Chicago, IL.

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