Running Head: EFFECT OF COMPUTER SCIENCE ON MATH 1

The Effect of Learning Computer Science on Math Skills

Kurt C. Hargis
Southeastern Louisiana University
EFFECT OF COMPUTER SCIENCE ON MATH 2
Abstract
This study examines the effect that learning computer science has on math skills of secondary
students. This study will use 54 students in an Honor Algebra II class at Destrehan High
School. Of those students, 21 will be concurrently enrolled in computer science. Instruction will
take place normally in both classes. The Algebra II teacher will administer the Math-Level
Indicator (MLI) as a pretest at the beginning of the semester. The same teacher will also give the
MLI at the end of the semester. All students will receive a survey where they will reflect on
what they have learned in Algebra II. The computer science students will receive a survey with
extra questions regarding on how they perceived computer science in helping them with thinking
in mathematics. Both the results from the MLI and the surveys will determine if there is any
effect on math skills by taking a computer science course.












EFFECT OF COMPUTER SCIENCE ON MATH 3

The Effect of Learning Computer Science on Math Skills
Purpose
The purpose of this study is to determine the effect upon the math skill level of Honor
Algebra II students who also choose to enroll concurrently in computer science during their
sophomore year of high school.
Review of Literature
Over the last few years, leaders of the technology industry have pushed for the inclusion
of computer science into the K-12 curriculum. Technology is everywhere. Our daily work and
routines require us to interact with technology (Hudkins, 2013). At the heart of learning
computer science is learning how to solve problems, which allows the subject to have a natural
relationship with mathematics. Many college professors believe that having a strong math
background is vital for majoring in computer science (Glass, 2007).
The most important skill that computer science should teach, according to experts, is
computational thinking, or problem solving (Shein, 2014). Most efforts to include computer
science into the K-12 curriculum cite that as the main benefit of learning computer science.
Kafai and Burke (2013) describe how the process of computational thinking as taught in
computer science spreads to other disciplines and not just math. The ability to problem solve is
more than just a math skill; it is a life skill. Learning how to problem solve will make students
more successful in all areas. Wing (2006) asserts that computer science is not the same as
programming. To Wing, computational thinking requires a level of abstraction that does not
appear in basic coding. It requires thinking mathematically, which means that learning computer
science requires thinking mathematically.
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Even with this justification by experts regarding computational thinking, computer
science still has a hard time finding its place in primary and secondary education. While
educators accept that math aids in the learning computer science, most educators are not so quick
to accept it as part of the math curriculum or as its own program of study in the K-12 curriculum.
Part of the problem is that there are very few teachers trained in teaching computer science. In a
study done by Carter (2006), students enrolled in high level math courses in college such as
trigonometry and calculus were surveyed as to why they did not pursue a degree in computer
science. One of the major problems was that there were only a few schools that offered
computer science and those that did often only had an introductory course. This led students to
not be able to see it as a viable option for their future. Patterson (2006) asserts that one of the
major problems with computer science education is that most colleges created their computer
science curriculum at a time before technology and computers were ubiquitous. Since most high
schools that offer computer science do so as college preparatory course, this outdated curriculum
shapes high school teaching. Yadav and Korb (2012) claim many high school computer science
teachers did not receive training in computer science methodology. In fact, they further state that
many of these teachers are often math teachers teaching outside of their area of concentration.
They argue that these teachers do not have the proper training to teach computer science. In
other words, computer science is not a true math class and deserves its own methodology.
Furthermore, Yadav and Korb (2012) argue that computer science teachers are often isolated
from the rest of the faculty when it comes to lesson and curriculum planning in that they are
often the only person teaching that subject in their respective school.
Most research studies that focus on computer science often examine the lack of it in high
schools, gender and race inequality in computer science programs, or how math and science
EFFECT OF COMPUTER SCIENCE ON MATH 5
affect computer science. A few studies have explored how computer science affects learning
other subjects and in particular math at the high school level. Kebritchi (2008) examined how
computer games affected math skills. The results of this study were positive, but the study
focused on students using games to learn math and not on how creating a game could affect math
skills. Hitchcock (1996) surveyed high school teachers to determine the impact of teaching
computer science on mathematics. Her results reflect the background of the teachers. For
example, teachers that taught computer science and math saw explicit benefits, while those that
only taught math did not see any benefits. Fletcher and Lui (2009) call for more computer
education in school and demonstrate how the teaching of computer science could improve
learning how to solve for the greatest common denominator by using an algorithm. By using
computer science to do this, students would not only learn how to do the math but they would
also examine why the solution is the correct answer. Others found that students did not always
see math as being a factor in computer science when programming. Maloney, Peppler, Kafai,
Resnick, and Rusk (2008) surveyed students who used the programming learning tool Scratch.
They found that Scratch reminded the students of art and reading classes more than it reminded
them of math.
The fact that computer science has yet to find its place in the K-12 curriculum makes it
hard to determine the effect it has on other subjects such as math. Poor teacher training regarding
computer science has also hindered the study of the effect of computer science on math skills. As
Zendler and Klaudt claim one of the main challenges for teacher training is to define what the
subject of computer science is and what it is not (p. 154). Until computer science can find an
adequate definition and place in the K-12 curriculum, and then taught appropriately, it will be
difficult to ascertain the impact the subject has on learning other subjects, particularly math.
EFFECT OF COMPUTER SCIENCE ON MATH 6
Hypothesis
It is hypothesized that there will be no statistically significant difference between the
honor students enrolled in computer science and the honor students not enrolled in computer
science with respect to their math skills level as determined by the Math-Level Indicator at the
end of the course.
Operational Definitions
For the purpose of this study, an honor student is defined as a student who by their senior
year of high school will have earned 28 credits and met the required 86% average in all
honors/AP courses with no grade in honors/AP courses of less than a C. To enter the honors
program at the school conducting the study, students had to apply and have at least one teacher
recommendation. The computer science class is a Pre-AP class that uses java to teach object
oriented programming fundamentals. Students do not have to be part of the honors program to
enroll in computer science, but due to the overwhelming amount of honor students that do enroll
in the course, this study will focus only on honor students in order not to skew the results.
Method
Research Design
This study will utilize a sequential, mixed methods design, which can be illustrated as
follows: QUANT -> qual. The quantitative component of the study will use the nonequivalent
pretest posttest control group. The independent variable will be the enrolling in Honors Algebra
II by honors students. The levels will be honors students who also enroll in computer science
and those who elect not to enroll in computer science. The dependent variables will be the
students math levels as determined by the Math-Level Indicator. A questionnaire about how
their math education during their sophomore year affected their performance on the posttest will
EFFECT OF COMPUTER SCIENCE ON MATH 7
be administered at the end of the course. In addition, at the end of the course, students also
enrolled in computer science will receive extra questions on the survey to determine if they
perceived of any impact of learning computer science had upon learning math.
Sample
This study will utilize convenience sampling using sophomore Honor Algebra II students
at Destrehan High School. There will be 54 students used in the study determined by their
choosing to take Honors Algebra II. All students will be sophomores. Of those 54 students, 43
students are white, 7 students are black, 3 are Hispanic, and 1 student is Asian. The gender
breakdown is 32 females students and 22 male students. Out of the total population, 21 students
chose also to enroll in computer science. The computer science students will consist of 16 white
students, 3 black students, and 2 Hispanic students. The gender breakdown for computer science
is 12 female students and 9 male students.
Instrumentation
For this study, the Math-Level Indicator (MLI), created by AGS Publishing, will be
administered for the pretest and posttest in the Honors Algebra II class at the sophomore level.
ASG Publishing designed this test to measure students math skills for grades 4 through 12. The
test is a multiple-choice test that includes both word and numeric problems. The first 20
questions are at an easier level while the last 40, presented randomly, are more difficult. The test
could take up to 45 minutes to complete; however, the test administrator will not time the test.
The developers of the test based the questions on the Principles and Standards for Mathematics
of the National Council of Teachers of Mathematics. Items were field tested and examined by
consultants and by Rash model estimates. Reliability estimates ranged from .84 to .90 with a
EFFECT OF COMPUTER SCIENCE ON MATH 8
reliability estimate of .889. Validity is evident from the development of the test especially with
its connection to the Group Mathematics Assessment and Diagnostic Evaluation.
Procedure
A group of 54 students will be the subjects in this study, which was determined by the
students choosing to enroll in the Honors Algebra II class at Destrehan High School. Destrehan
High School is on a 4x4 block so this study will take place over one semester, which is half a
year. The students will take the Honors Algebra II class in the fall semester. Of those students
enrolled in Honors Algebra II, the students who enrolled in Computer Science I at the same time
will be compared to those students who elected not to enroll.
All Honors Algebra II students at Destrehan High School receive their instruction form
the same instructor. The students enrolled in computer science will also receive their instruction
from only one instructor. Both teachers will teach their curriculum according to the appropriate
state standards for their respective classes. At the end of the year, all Honors Algebra II students
will again take the MLI as a posttest.
The Honors Algebra II teacher will administer a survey to all students enrolled in the
Honors Algebra II classes to reflect on how their math instruction affected their posttest score.
Computer Science students will receive extra questions in which they reflect how that course
affected their approach to mathematics.
Data Analysis
In order to determine whether a statistically significant difference exists in math skills
between student who are enrolled in Computer Science and those who are not enrolled, an
ANCOVA will be used. Qualitative data from the reflections will be analyzed to identify
students perceptions of both courses.
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References
Carter, L (2006). Why students with an apparent aptitude for computer science dont choose to
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Fletcher, G. L., & Lu, J. J. (2009). Education: Human computing skills: rethinking the K-12
experience. Communications of the ACM, 52(2), 23-25.
Glass, R. L. (2007). Controversy is brewing: Math is overtaught and business is undertaught in
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Hitchcock, C. R. (1996). Do high school computer science teachers think that computer
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Maloney, J., Peppler, K., Kafai, Y. B., Resnick, M., & Rusk, N. (2008). Programming by choice:
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