Computer Science students’ perceptions of social presence related to student retention in online degree programmes : a quantitative ex post facto correlational study

Abstract

This study was an examination of the relationship between social presence, student satisfaction, and persistence in online computer science undergraduate degree programmes. The problem is twofold: how social presence is perceived by students and the extent to which those perceptions relate to persistence and satisfaction related to the problem of attrition in online undergraduate computer science degree programmes. This study is significant because it seeks to address two interrelated objectives: firstly, to specifically examine perceptions of social presence (and how it relates to persistence and satisfaction) among students who have studied computer science online, and secondly, to contribute research to the body of literature seeking to validate measures of the social presence construct. As a quantitative ex post facto correlational study using archival data from the Computing Research Association’s Center for Evaluating the Research Pipeline (CERP) Data Buddies dataset, Spearman’s rank procedure was applied to test non-normal data that did not meet assumptions tests. All three null hypotheses were rejected (p < 0.01). The findings suggested a significant positive relationship between composite social presence scores and persistence and satisfaction ratings among online computer science students. The post hoc procedures revealed weak effect sizes but strong power due to the large sample size (n = 1,646). The three subconstructs, social presence, sociability, and social space, were found to have strong internal consistency and reliability. The findings suggest that students with a higher social presence in online courses tend to persist in their studies and are more satisfied. However, the weak correlation coefficient and size of the effect suggest that other factors may also influence students’ experiences in online undergraduate computer science degree programmes and that social presence should not be overestimated as a unilateral factor related to student persistence and satisfaction. This study’s findings are consistent with previous research on social presence theory and the Community of Inquiry framework. Limitations include a correlational design, non-normality of data, nonparametric tests, small effect sizes, and a narrow scope of measures. By addressing a problem in computer science education, this study might inspire constructive changes in instructional practices by technology educators, especially those teaching computer science online.

Olu phando luphonononge ubudlelwane phakathi kokuba yinxalenye yoluntu kwi-intanethi, ukwaneliseka kwabafundi, kunye nokuzingisa kwiinkqubo zangeintanethi zemfundo yesidanga sokuqala sezeNzululwazi yeKhompyutha. Ingxaki ibintlobombini: indlela yokuba yinxalenye yoluntu kwi-intanethi okubonwa ngayo ngabafundi, nokuba ezo mbono zinxulumene kangakanani nokuzingisa kunye nolwaneliseko nanjengoko zinxulumene nengxaki yokuncipha ngokuthe ngcembe kwabafundi kwezo nkqubo. Olu phando lubalulekile nanjengoko lukhangela ukusombulula iinjongo ezimbini ezinxulumeneyo: okokuqala, ukuphonononga ngokukodwa iimbono zokuba yinxalenye yoluntu kwi-intanethi (nendlela ezinxulumene ngayo nokuzingisa kunye nokwaneliseka) phakathi kwabafundi abafunda iNzululwazi yeKhompyutha kwi-intanethi, kwaye okwesibini, kukwenza igalelo lophando kuncwadi olusele lukho olufuna ukuqinisekisa imilinganiselo yengcingane yokuba yinxalenye yoluntu kwi-intanethi. Nanjengophando lweenkcukachamanani lolungelelaniso lwasemva kokuyinyani (quantitative ex-post facto correlational study) olusebenzisa idatha eselungcinweni lwengqokelela yeenkcukacha yeComputing Research Association's Center for Evaluating the Research Pipeline (CERP) Data Buddies, kusetyenziswe inkqubo yokubeka ngokodidi kaSpearman ukuvavanya idatha engaqhelekanga engakhange ihlangane neemvavanyo zoqikelelo. Zontathu iingcinga ezithathwa njengenyaniso engekaqinisekiswa ezingenanto/ezingunothi ziye zakhatywa (p < 0.01). Iziphumo ziphakamise ubudlelwane obulungileyo obubalulekileyo phakathi kwamanqaku adityanisiweyo okuba yinxalenye yoluntu kwi-intanethi nokuzingisa kunye nokuhlela kokwaneliseka phakathi kwabafundi bezeNzululwazi yeKhompyutha kwi-intanethi. Iinkqubo zasemva kwesiganeko zibonise ubungakanani befuthe elibuthathaka kodwa zikwabonise namandla amakhulu ngenxa yobukhulu besampuli (n = 1 646). Nangona kunjalo, ukuba buthathaka kokuhambelana kwamanani andisayo kunye nobungakanani befuthe kubonisa ukuba eminye imiba inganempembelelo kumava abafundi kwiinkqubo zangeintanethi zesidanga sezeNzululwazi yeKhompyutha, kwaye ukuba yinxalenye yoluntu kwi-intanethi akufanelekanga ukuba kuqikelelwe ngokugqithiseleyo nanjengempembelelo enye enxulumene nokuzingisa nokwaneliseka kwabafundi. Iziphumo zolu phando ziyahambelana nophando lwangaphambili malunga nethiyori yokuba yinxalenye yoluntu kwi-intanethi kunye nesikhokelo seCommunity of Inquiry. Izithintelo zibandakanya uyilo lokuhambelana, ukungabikho kwisiqhelo kwedatha, iimvavanyo ezenza iingqikelelo ezimbalwa (nonparametric tests), ubungakanani bobuncinane befuthe, kunye nobumxinwa bommandla wemilinganiselo. Ngokujongana nengxaki kwimfundo yezeNzululwazi yeKhompyutha, olu phando lungakhuthaza utshintsho olwakhayo kwiinkqubo zokufundisa zootitshala bezobuchwepheshe – ngakumbi abo bafundisa iNzululwazi yeKhompyutha kwi-intanethi.

Hierdie studie het die verhouding tussen sosiale teenwoordigheid, studentetevredenheid en volharding in aanlyn voorgraadse Rekenaarwetenskap-programme ondersoek. Die probleem was tweevoudig: hoe sosiale teenwoordigheid deur studente waargeneem is, en die mate waartoe daardie waarnemings oor volharding en tevredenheid geassosieer word met die probleem van studente wat nie hierdie programme voltooi nie. Hierdie studie is betekenisvol aangesien dit daarna gestreef het om te kyk na twee onderling verwante doelwitte: eerstens, om in die besonder die waarnemings van sosiale teenwoordigheid te ondersoek (en hoe dit verband hou met volharding en tevredenheid) onder studente wat Rekenaarwetenskap aanlyn studeer het, en tweedens, om ’n bydrae te lewer tot navorsing vir die vakliteratuur om die maatreëls van die sosiale teenwoordigheidkonstruksie te bekragtig. As ’n kwantitatiewe terugskouend gesiene korrelasiestudie wat argiefdata gebruik van die Rekenaarnavorsingsassosiasie (Computing Research Association) se Sentrum vir die Evaluering van die Navorsingspyplyn (Centre for Evaluating the Research Pipeline (CERP)) Data Buddies-datalêer, is Spearman se rangprosedure toegepas om nie-normale data te toets wat nie voldoen aan aannames-toetse nie. Al drie nulhipoteses is verwerp (p < 0,01). Die bevindings suggereer ’n beduidende positiewe verhouding tussen saamgestelde sosiale teenwoordigheidstellings en volharding- en tevredenheidsgraderings onder aanlyn Rekenaarwetenskap-studente. Die post hoc-prosedures het swak effekgroottes onthul maar sterk krag weens die groot steekproefgrootte (n = 1 646). Daar is gevind dat die drie subkonstruksies – sosiale teenwoordigheid, geselligheid en sosiale ruimte – oor ’n sterk interne konsekwentheid en betroubaarheid beskik. Die bevindings dui aan dat studente met ’n hoër sosiale teenwoordigheid in aanlyn kursusse geneig was om te volhard in hulle studie en meer tevrede was. Die swak korrelasiekoëffisiënt en grootte van die effek dui aan dat ander faktore ook studente se ervarings van aanlyn voorgraadse Rekenaarwetenskap-programme kan beïnvloed, en dat sosiale teenwoordigheid nie oorskat moet word as ’n eensydige faktor wat verband hou met studentevolharding en -tevredenheid nie. Hierdie studie se bevindings is verenigbaar met vorige navorsing oor sosiale teenwoordigheidteorie en die “Gemeenskap van Navrae”-raamwerk (“Community of Inquiry” framework). Beperkings sluit in ’n korrelasieontwerp, die nie-normaliteit van data, klein effekgroottes en ’n beperkte omvang van maatreëls. Deur te kyk na ’n probleem in Rekenaarwetenskap-opvoeding kan hierdie studie ’n inspirasie wees vir konstruktiewe veranderings in die instruksionele praktyke van tegnologie-opvoeders – veral dié wat Rekenaarwetenskap aanlyn onderrig.