{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/115143"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/115143","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Fostering Computer Science Career Interest in Fifth-Grade Students","abstract":"Computer Science (CS) is among the fastest-growing fields. To fill the abundance of positions in Computer Science, early learning experiences should be implemented to promote interest in the field. This research aims to observe the impact of a design-based computer science treatment on 5th-grade students' interest in computer science careers. The treatment consisted of nine one-hour lessons in which the researcher introduced computer science content to students. At the end of the treatment, participants developed an application to study for a state-wide science assessment. To measure a change in students' career interests following the treatment, an adapted version of the STEM Career Interest Survey (STEM-CIS), grounded by Social Cognitive Career Theory (SCCT), was implemented using a pre-survey-post-survey design. Qualitative data was collected using focus groups to explain quantitative findings further. The samples' post-survey (39.62) mean was greater than the pre-survey mean (37.17), but the paired t-test was just above the statical significance level of 0.05, t(28)= -2.04, p =.051. There was a statistically significant increase for the survey items that align with the SCCT aspects Interest (t(30)= -2.30, p =.028) and Contextual Support (t(30)= -2.25, p =.032). The researcher identified several themes related to a positive perception toward the treatment and computer science and general during qualitative data analysis. These findings indicate a design-based computer science treatment can increase 5th-grade students' interest in computer science careers.","abstract_html":"Computer Science (CS) is among the fastest-growing fields. To fill the abundance of positions in Computer Science, early learning experiences should be implemented to promote interest in the field. This research aims to observe the impact of a design-based computer science treatment on 5th-grade students' interest in computer science careers. The treatment consisted of nine one-hour lessons in which the researcher introduced computer science content to students. At the end of the treatment, participants developed an application to study for a state-wide science assessment. To measure a change in students' career interests following the treatment, an adapted version of the STEM Career Interest Survey (STEM-CIS), grounded by Social Cognitive Career Theory (SCCT), was implemented using a pre-survey-post-survey design. Qualitative data was collected using focus groups to explain quantitative findings further. The samples' post-survey (39.62) mean was greater than the pre-survey mean (37.17), but the paired t-test was just above the statical significance level of 0.05, t(28)= -2.04, p =.051. There was a statistically significant increase for the survey items that align with the SCCT aspects Interest (t(30)= -2.30, p =.028) and Contextual Support (t(30)= -2.25, p =.032). The researcher identified several themes related to a positive perception toward the treatment and computer science and general during qualitative data analysis. These findings indicate a design-based computer science treatment can increase 5th-grade students' interest in computer science careers.","abstract_has_math":false,"creators":["Altimus, Jewel L."],"institution":"Virginia Tech","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"Curriculum and Instruction","degree_department":"Education, Vocational-Technical","school":null,"contributors":[],"advisors":[],"committee_chairs":["Bowen, Bradley Davis"],"committee_members":["Bradley, Nancy Ann","Hsiao, Michael S.","Kniola, David John"],"year":2023,"date_issued":"2023-05-22","date_published":"2023-05-22","updated_at":"2026-07-22T22:19:57Z","subjects":["Computer Science Education","Career Interest","Design-Based Learning","STEM Education","Elementary Education","Social Cognitive Career Theory"],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:37285"],"render_values":[{"text":"vt_gsexam:37285","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/115143","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Bowen, Bradley Davis"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Bradley, Nancy Ann","Hsiao, Michael S.","Kniola, David John"]},{"key":"dc:contributor.department","label":"Department","values":["Education, Vocational-Technical"]},{"key":"dc:creator","label":"Author","values":["Altimus, Jewel L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-05-23T08:00:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-05-23T08:00:11Z"]},{"key":"dc:date.issued","label":"Date","values":["2023-05-22"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Computer Science Education","Career Interest","Design-Based Learning","STEM Education","Elementary Education","Social Cognitive Career Theory"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["vt_gsexam:37285"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/115143"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Computer Science (CS) is among the fastest-growing fields. To fill the abundance of positions in Computer Science, early learning experiences should be implemented to promote interest in the field. This research aims to observe the impact of a design-based computer science treatment on 5th-grade students' interest in computer science careers. The treatment consisted of nine one-hour lessons in which the researcher introduced computer science content to students. At the end of the treatment, participants developed an application to study for a state-wide science assessment. To measure a change in students' career interests following the treatment, an adapted version of the STEM Career Interest Survey (STEM-CIS), grounded by Social Cognitive Career Theory (SCCT), was implemented using a pre-survey-post-survey design. Qualitative data was collected using focus groups to explain quantitative findings further. The samples' post-survey (39.62) mean was greater than the pre-survey mean (37.17), but the paired t-test was just above the statical significance level of 0.05, t(28)= -2.04, p =.051. There was a statistically significant increase for the survey items that align with the SCCT aspects Interest (t(30)= -2.30, p =.028) and Contextual Support (t(30)= -2.25, p =.032). The researcher identified several themes related to a positive perception toward the treatment and computer science and general during qualitative data analysis. These findings indicate a design-based computer science treatment can increase 5th-grade students' interest in computer science careers."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["Learning experiences influence an individual's career development. This dissertation observes the impact of a design-based computer science project in a 5th-grade classroom. The researcher implemented a pre-survey-post-survey design to measure change following the treatment. The researcher calculated the difference between survey means and ran a matched paired t-test to determine the statistical significance. The results of the paired t-test were not statistically significant. Still, the survey items that aligned with interest and contextual support had a statistically significant increase following the treatment. Additionally, the researcher conducted focus groups to collect qualitative data to explain quantitative findings further. Content analysis of the qualitative data revealed participants had a positive perception of the treatment and computer science in general. These results imply that a design-based computer science treatment can increase 5th-grade students' interest in computer science careers."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Doctor of Philosophy"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Fostering Computer Science Career Interest in Fifth-Grade Students"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Bowen, Bradley Davis"],"dc:contributor.committeemember":["Bradley, Nancy Ann","Hsiao, Michael S.","Kniola, David John"],"dc:contributor.department":["Education, Vocational-Technical"],"dc:creator":["Altimus, Jewel L."],"dc:date.accessioned":["2023-05-23T08:00:11Z"],"dc:date.available":["2023-05-23T08:00:11Z"],"dc:date.issued":["2023-05-22"],"dc:description.abstract":["Computer Science (CS) is among the fastest-growing fields. To fill the abundance of positions in Computer Science, early learning experiences should be implemented to promote interest in the field. This research aims to observe the impact of a design-based computer science treatment on 5th-grade students' interest in computer science careers. The treatment consisted of nine one-hour lessons in which the researcher introduced computer science content to students. At the end of the treatment, participants developed an application to study for a state-wide science assessment. To measure a change in students' career interests following the treatment, an adapted version of the STEM Career Interest Survey (STEM-CIS), grounded by Social Cognitive Career Theory (SCCT), was implemented using a pre-survey-post-survey design. Qualitative data was collected using focus groups to explain quantitative findings further. The samples' post-survey (39.62) mean was greater than the pre-survey mean (37.17), but the paired t-test was just above the statical significance level of 0.05, t(28)= -2.04, p =.051. There was a statistically significant increase for the survey items that align with the SCCT aspects Interest (t(30)= -2.30, p =.028) and Contextual Support (t(30)= -2.25, p =.032). The researcher identified several themes related to a positive perception toward the treatment and computer science and general during qualitative data analysis. These findings indicate a design-based computer science treatment can increase 5th-grade students' interest in computer science careers."],"dc:description.abstractgeneral":["Learning experiences influence an individual's career development. This dissertation observes the impact of a design-based computer science project in a 5th-grade classroom. The researcher implemented a pre-survey-post-survey design to measure change following the treatment. The researcher calculated the difference between survey means and ran a matched paired t-test to determine the statistical significance. The results of the paired t-test were not statistically significant. Still, the survey items that aligned with interest and contextual support had a statistically significant increase following the treatment. Additionally, the researcher conducted focus groups to collect qualitative data to explain quantitative findings further. Content analysis of the qualitative data revealed participants had a positive perception of the treatment and computer science in general. These results imply that a design-based computer science treatment can increase 5th-grade students' interest in computer science careers."],"dc:description.degree":["Doctor of Philosophy"],"dc:format.medium":["ETD"],"dc:identifier.other":["vt_gsexam:37285"],"dc:identifier.uri":["http://hdl.handle.net/10919/115143"],"dc:language.iso":["en"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Computer Science Education","Career Interest","Design-Based Learning","STEM Education","Elementary Education","Social Cognitive Career Theory"],"dc:title":["Fostering Computer Science Career Interest in Fifth-Grade Students"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Curriculum and Instruction"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:19:57Z"}