How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps

El-Hamamsy, Laila; Bruno, Barbara; Audrin, Catherine; Chevalier, Morgane; Avry, Sunny; Zufferey, Jessica Dehler; Mondada, Francesco

doi:10.1186/s40594-023-00438-3

International Journal of STEM Education

Table 14 Unstandardised regression parameters for the perception and background to learning SEM (\(n=1583\), November 2021, \(\chi ^2(124)=221.462\), \(p<0.001\), \(chi^2/{\text{df}}=1.79\), \({\text{CFI}}=0.951\), \({\text{TLI}}=0.923\), \({\text{RMSEA}}=0.022\), \(ci=[0.017, 0.027]\), \({\text{SRMR}}=0.026\))

From: How are primary school computer science curricular reforms contributing to equity? Impact on student learning, perception of the discipline, and gender gaps

		Estimate	Std. Err.	Z	p	R²
Factor loadings
Discipline perception	Tablets	0.76	0.10	7.70	0.000	0.37
	Robots	0.82	0.11	7.22	0.000	0.41
	CS	1.51	0.38	3.93	0.000	0.71
CS	CS interest	0.21	0.05	4.62	0.000	0.28
CS	CS self-efficacy	0.27	0.06	4.57	0.000	0.32
Role model	Role models—teacher	0.18	0.01	14.77	0.000	0.17
	Role models—mother	0.24	0.01	23.17	0.000	0.30
	Role models—father	0.30	0.01	29.01	0.000	0.37
	Role models—student	0.14	0.01	13.72	0.000	0.11
	Role models—nobody	\(-0.23\)	0.01	\(-19.99\)	0.000	0.39
Tablets	Tablets interest	0.27	0.04	7.73	.000	0.24
	Tablets utility	0.36	0.03	10.34	0.000	0.44
	Tablets self-efficacy	0.27	0.03	9.00	0.000	0.36
Robots	Robots interest	0.42	0.05	8.92	0.000	0.34
	Robots utility	0.36	0.04	8.38	0.000	0.31
	Robots self-efficacy	0.46	0.05	9.50	0.000	0.41
Regression slopes
Discipline perception	Role models	0.17	0.06	2.94	0.003
CS	Role Models	0.13	0.10	1.33	0.182
CS	Number of CS education periods	\(-0.01\)	0.01	\(-1.09\)	0.275
CS interest	Gender (boys = 0, girls = 1)	\(-0.19\)	0.04	\(-4.85\)	0.000
	Grade	\(-0.02\)	0.02	\(-1.05\)	0.292
	General self-efficacy	0.09	0.03	3.08	0.002
CS utility	Gender (boys = 0, girls = 1)	\(-0.06\)	0.04	\(-1.69\)	0.091
	Grade	0.05	0.02	2.71	0.007
	General self-efficacy	0.10	0.03	3.76	0.000
CS self-efficacy	Gender (boys = 0, girls = 1)	0.05	0.05	1.10	0.270
	Grade	\(-0.01\)	0.02	\(-0.63\)	0.527
	General self-efficacy	0.14	0.03	4.15	0.000
Role models—teacher	Gender (boys = 0, girls = 1)	0.08	0.02	3.30	0.001
Role models—teacher	Grade	\(-0.06\)	0.01	\(-4.79\)	0.000
Role models—mother	Gender (boys = 0, girls = 1)	\(-0.00\)	0.02	\(-0.13\)	0.900
Role models—mother	Grade	\(-0.06\)	0.01	\(-5.55\)	0.000
Role Models - father	Gender (boys = 0, girls = 1)	\(-0.07\)	0.03	\(-2.56\)	0.010
Role Models - father	Grade	\(-0.01\)	0.01	\(-1.16\)	0.247
Role models—student	Gender (boys = 0, girls = 1)	0.01	0.02	0.55	0.585
Role models—student	Grade	\(-0.00\)	0.01	\(-0.23\)	0.821
Role models— nobody	Gender (boys = 0, girls = 1)	0.01	0.02	0.68	0.497
Role models— nobody	Grade	\(-0.02\)	0.01	\(-2.36\)	0.018
Tablets interest	Gender (boys = 0, girls = 1)	\(-0.07\)	0.04	\(-1.86\)	0.063
	Grade	\(-0.04\)	0.02	\(-2.08\)	0.037
	General self-efficacy	0.01	0.03	0.37	0.713
Tablets utility	Gender (boys = 0, girls = 1)	\(-0.05\)	0.04	\(-1.45\)	0.148
	Grade	0.02	0.02	1.10	0.270
	General self-efficacy	0.07	0.02	2.97	0.003
Tablets self-efficacy	Gender (boys = 0, girls = 1)	\(-0.06\)	0.03	\(-2.17\)	0.030
	Grade	\(-0.01\)	0.02	\(-0.63\)	0.527
	General self-efficacy	0.08	0.02	3.58	0.000
Robots interest	Gender (boys = 0, girls = 1)	\(-0.35\)	0.05	\(-6.83\)	0.000
	Grade	0.04	0.03	1.35	0.176
	General self-efficacy	0.09	0.04	2.15	0.031
Robots utility	Gender (boys = 0, girls = 1)	\(-0.16\)	0.04	\(-3.67\)	0.000
	Grade	0.06	0.02	2.44	0.015
	General self-efficacy	0.16	0.04	4.20	0.000
Robots self-efficacy	Gender (boys = 0, girls = 1)	\(-0.21\)	0.05	\(-4.39\)	0.000
	Grade	0.00	0.03	0.04	0.970
	General self-efficacy	0.20	0.04	5.31	0.000
Role models	Number of CS education periods	0.00	0.00	0.13	0.896
Tablets	Number of ICT education periods	\(-0.00\)	0.00	\(-0.52\)	0.601
Robots	Number of robotics education periods	\(-0.01\)	0.02	\(-0.79\)	0.429
Percentage (/100)						0.136
	CS perception	\(-0.29\)	1.31	\(-0.22\)	0.824	0.707
	Tablets perception	\(-0.04\)	0.99	\(-0.04\)	0.969	0.372
	Robots perception	0.96	1.11	0.86	0.387	0.411
	General self-efficacy	1.54	0.69	2.22	0.027
	Gender (0 = boys, 1 = girls)	\(-1.57\)	1.06	\(-1.47\)	0.141
	Grade	7.53	0.53	14.19	0.000
	Number of CS education periods SI	0.09	0.13	0.70	0.483
	Number of ICT education periods	\(-0.02\)	0.08	\(-0.20\)	0.842
	Number of robotics education periods	\(-0.29\)	0.42	\(-0.68\)	0.496

As CS utility did not correlate highly with interest and self-efficacy it was removed from this model

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