{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/117304"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/117304","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Mixed Method Study of Experiences of Non-Computer Science Majors in Introductory Computer Science Courses","abstract":"With the unprecedented growth of the Computer Science field, there is an underlying assumption that undergraduate students would naturally gravitate towards Computer Science courses or acquire related skills, irrespective of their career interests. However, this research challenged that assumption, focusing on the experiences and attitudes of Non-Computer Science majors enrolled in Computer Science courses. The objective of this study is to gain a comprehensive understanding of the experiences and attitudes of Non-Computer Science majors taking Computer Science courses. The research questions seek to uncover the factors influencing their engagement in Computer Science. This research employs a mixed-method study, starting with a quantitative phase followed by a qualitative one. Quantitative data is analyzed using factor analysis and inferential statistics, followed by thematic analysis on the qualitative data. The findings reveal that stereotypes associated with the Computer Science field are established as early as high school. These stereotypes, particularly affecting females, sometimes act as barriers, discouraging further pursuit of Computer Science. Addressing these stereotypes becomes crucial for fostering inclusivity in the field. To counteract these stereotypes, it is proposed that Computer Science and its applications should be promoted as early as freshmen year of high school. By introducing students to the field early, we can potentially mitigate the impact of stereotypes and encourage a diverse range of individuals to pursue Computer Science. Further exploration into the experiences of Computer Science majors is recommended to deepen our understanding and inform targeted interventions.","abstract_html":"With the unprecedented growth of the Computer Science field, there is an underlying assumption that undergraduate students would naturally gravitate towards Computer Science courses or acquire related skills, irrespective of their career interests. However, this research challenged that assumption, focusing on the experiences and attitudes of Non-Computer Science majors enrolled in Computer Science courses. The objective of this study is to gain a comprehensive understanding of the experiences and attitudes of Non-Computer Science majors taking Computer Science courses. The research questions seek to uncover the factors influencing their engagement in Computer Science. This research employs a mixed-method study, starting with a quantitative phase followed by a qualitative one. Quantitative data is analyzed using factor analysis and inferential statistics, followed by thematic analysis on the qualitative data. The findings reveal that stereotypes associated with the Computer Science field are established as early as high school. These stereotypes, particularly affecting females, sometimes act as barriers, discouraging further pursuit of Computer Science. Addressing these stereotypes becomes crucial for fostering inclusivity in the field. To counteract these stereotypes, it is proposed that Computer Science and its applications should be promoted as early as freshmen year of high school. By introducing students to the field early, we can potentially mitigate the impact of stereotypes and encourage a diverse range of individuals to pursue Computer Science. Further exploration into the experiences of Computer Science majors is recommended to deepen our understanding and inform targeted interventions.","abstract_has_math":false,"creators":["Parajuli, Khushi"],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Computer Science and Applications","degree_department":"Computer Science and Applications","school":null,"contributors":[],"advisors":[],"committee_chairs":["Hooshangi, Sara"],"committee_members":["Seyam, Mohammed Saad Mohamed Elmahdy","Weiss, Brandi A."],"year":2024,"date_issued":"2024-01-04","date_published":"2024-01-04","updated_at":"2026-07-24T05:56:14Z","subjects":["Mixed-Methods Study","Factor Analysis","Qualitative Analysis","Thematic Analysis","Stereotypes","Inclusion"],"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:39206"],"render_values":[{"text":"vt_gsexam:39206","href":null,"code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10919/117304","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Hooshangi, Sara"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Seyam, Mohammed Saad Mohamed Elmahdy","Weiss, Brandi A."]},{"key":"dc:contributor.department","label":"Department","values":["Computer Science and Applications"]},{"key":"dc:creator","label":"Author","values":["Parajuli, Khushi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2024-01-05T09:00:30Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2024-01-05T09:00:30Z"]},{"key":"dc:date.issued","label":"Date","values":["2024-01-04"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Computer Science and Applications"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"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":["Mixed-Methods Study","Factor Analysis","Qualitative Analysis","Thematic Analysis","Stereotypes","Inclusion"]}]},{"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:39206"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10919/117304"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["With the unprecedented growth of the Computer Science field, there is an underlying assumption that undergraduate students would naturally gravitate towards Computer Science courses or acquire related skills, irrespective of their career interests. However, this research challenged that assumption, focusing on the experiences and attitudes of Non-Computer Science majors enrolled in Computer Science courses. The objective of this study is to gain a comprehensive understanding of the experiences and attitudes of Non-Computer Science majors taking Computer Science courses. The research questions seek to uncover the factors influencing their engagement in Computer Science. This research employs a mixed-method study, starting with a quantitative phase followed by a qualitative one. Quantitative data is analyzed using factor analysis and inferential statistics, followed by thematic analysis on the qualitative data. The findings reveal that stereotypes associated with the Computer Science field are established as early as high school. These stereotypes, particularly affecting females, sometimes act as barriers, discouraging further pursuit of Computer Science. Addressing these stereotypes becomes crucial for fostering inclusivity in the field. To counteract these stereotypes, it is proposed that Computer Science and its applications should be promoted as early as freshmen year of high school. By introducing students to the field early, we can potentially mitigate the impact of stereotypes and encourage a diverse range of individuals to pursue Computer Science. Further exploration into the experiences of Computer Science majors is recommended to deepen our understanding and inform targeted interventions."]},{"key":"dc:description.abstractgeneral","label":"General Abstract","values":["As Computer Science gains popularity, the assumption that all students, regardless of their career goals, naturally gravitate towards it is challenged. This study delves into the experiences and attitudes of Non-Computer Science majors taking Computer Science courses. This research aims to understand what influences Non-Computer Science majors' engagement in Computer Science, and the factors that shape their experiences and attitudes. Using a mixed-method approach, we first collect quantitative data through a survey, measuring various aspects. We then gather qualitative insights through interviews. Analyzing the quantitative data involves factor analysis and inferential statistics, while qualitative data is explored through thematic analysis. Our findings indicate that stereotypes about Computer Science are established as early as high school, often discouraging females from pursuing further education in the field. Addressing these stereotypes is crucial for fostering inclusivity. To counteract stereotypes, we propose promoting Computer Science from the freshman year of high school. By introducing students early, we can mitigate the impact of stereotypes and encourage a diverse range of individuals to explore Computer Science. Further exploration into the experiences of Computer Science majors is recommended to inform inclusive interventions."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["ETD"]},{"key":"dc:title","label":"Title","values":["Mixed Method Study of Experiences of Non-Computer Science Majors in Introductory Computer Science Courses"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Hooshangi, Sara"],"dc:contributor.committeemember":["Seyam, Mohammed Saad Mohamed Elmahdy","Weiss, Brandi A."],"dc:contributor.department":["Computer Science and Applications"],"dc:creator":["Parajuli, Khushi"],"dc:date.accessioned":["2024-01-05T09:00:30Z"],"dc:date.available":["2024-01-05T09:00:30Z"],"dc:date.issued":["2024-01-04"],"dc:description.abstract":["With the unprecedented growth of the Computer Science field, there is an underlying assumption that undergraduate students would naturally gravitate towards Computer Science courses or acquire related skills, irrespective of their career interests. However, this research challenged that assumption, focusing on the experiences and attitudes of Non-Computer Science majors enrolled in Computer Science courses. The objective of this study is to gain a comprehensive understanding of the experiences and attitudes of Non-Computer Science majors taking Computer Science courses. The research questions seek to uncover the factors influencing their engagement in Computer Science. This research employs a mixed-method study, starting with a quantitative phase followed by a qualitative one. Quantitative data is analyzed using factor analysis and inferential statistics, followed by thematic analysis on the qualitative data. The findings reveal that stereotypes associated with the Computer Science field are established as early as high school. These stereotypes, particularly affecting females, sometimes act as barriers, discouraging further pursuit of Computer Science. Addressing these stereotypes becomes crucial for fostering inclusivity in the field. To counteract these stereotypes, it is proposed that Computer Science and its applications should be promoted as early as freshmen year of high school. By introducing students to the field early, we can potentially mitigate the impact of stereotypes and encourage a diverse range of individuals to pursue Computer Science. Further exploration into the experiences of Computer Science majors is recommended to deepen our understanding and inform targeted interventions."],"dc:description.abstractgeneral":["As Computer Science gains popularity, the assumption that all students, regardless of their career goals, naturally gravitate towards it is challenged. This study delves into the experiences and attitudes of Non-Computer Science majors taking Computer Science courses. This research aims to understand what influences Non-Computer Science majors' engagement in Computer Science, and the factors that shape their experiences and attitudes. Using a mixed-method approach, we first collect quantitative data through a survey, measuring various aspects. We then gather qualitative insights through interviews. Analyzing the quantitative data involves factor analysis and inferential statistics, while qualitative data is explored through thematic analysis. Our findings indicate that stereotypes about Computer Science are established as early as high school, often discouraging females from pursuing further education in the field. Addressing these stereotypes is crucial for fostering inclusivity. To counteract stereotypes, we propose promoting Computer Science from the freshman year of high school. By introducing students early, we can mitigate the impact of stereotypes and encourage a diverse range of individuals to explore Computer Science. 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