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MS Final Exam – Fengfei Zheng

The Analysis of Students’ Self-efficacy and the Effectiveness of Peer Review in First-year CS Courses

Students’ success is one of the foremost objectives in higher education, and their self-efficacy plays a prominent role in students’ achieving their full potentials. It is especially important in STEM fields, which often suffer from higher attrition rates. Therefore, it is important to understand students’ self-efficacy levels at an early stage in an effort to retain students and enhance diversity. In this study, we look at the self-efficacy of students participating in a first-year introductory CS class and analyze the trends over the course. We also study the demographic differences across gender and class standing with regard to self-efficacy. Lastly, in a succession of research questions, we ask and answer the question of whether the adoption of a new platform to streamline the students’ experience with peer reviews on assignments in the course is justified. We do not find a difference in self-efficacy among students of different gender. However, we do find that freshmen students begin with lower self-efficacy than sophomore students, and the self-efficacy of freshmen students consistently improves after each peer review. While peer review in first-year courses may improve the self-efficacy of some students, the data from the use of a new peer-review platform in this study suggests that more research needs to be conducted before using the tool’s automated grading system in a first-year computer science course.

Major Advisor: Jennifer Parham-Mocello
Minor Advisor: Claudio Fuentes
Committee: Prasad Tadepalli
GCR: Jason C Fick

Tuesday, February 18 at 4:00pm to 6:00pm

Weniger Hall, 287
103 SW Memorial Place, Corvallis, OR 97331

Event Type

Lecture or Presentation

Event Topic

Research

Organization
Electrical Engineering and Computer Science
Contact Name

Calvin Hughes

Contact Email

calvin.hughes@oregonstate.edu

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