Assessing the Efficacy of Integrating Computer Science, Math, and Science in a Middle School Sphero Robotics Summer Program

Abstract

There have been many discussions on the significant lack of representation of minorities in computing. Research suggests that an attributing factor to this deficit is a lack of exposure to computing, computing careers, and underrepresented role models. Introducing underrepresented minority students to hands-on computer science activities at an early age is believed to improve students' attitudes in computing. Increasing students' computing attitudes may help encourage participation and minimize deficiencies in retaining underrepresented minority computing students. An interactive summer program was implemented to teach computing to middle-school-aged underrepresented minority students through a unique curriculum using Sphero robotic balls and math and science concepts. Students were assessed to determine the programs' effectiveness in increasing computing attitudes and academic performance of math and science. Results showed that the intervention significantly improved students' academic performances and their confidence in deciding a future career path. Further evaluation is needed to explore longitudinal effects of the varying levels of math, science, and computing rigor used within this intervention. Findings from this study provide recommendations for how to implement computing practices within the existing math and science curriculum in prospective initiatives.