The Growth of Computer Science Education in Alberta: An Analysis of High School Course Completion Trends

Authors

  • Quinn McCashin University of Alberta
  • Dr. Catherine Adams University of Alberta
  • Dr. Michael Carbonaro University of Alberta
  • Lance Pedersen Edmonton Public Schools, University of Portland

DOI:

https://doi.org/10.11575/ajer.v69i3.75299

Abstract

Computer Science (CS) education is an emergent growth area in schools worldwide. This paper explores how CS education has evolved at the high school level (grades 10–12) in the Canadian province of Alberta over the past decade after a reorganization and curriculum redesign of its Computing Science Education (CSE) program. In partnership with Alberta Education, a complete list of course records was obtained for high school students who had taken CSE course credits between 2009 and 2019. These course completions were analyzed for overall growth trends and then further examined with respect to course level, urbanicity, and gender. We found that growth in course credit completion has been consistent over the 10-year study period (annual average growth rate of 33.5%). Advanced course credits have grown faster than introductory course credits, urban areas have grown faster than rural areas, and gender growth rates have been similar for males and females. Understanding the growth rates of CSE course enrollments at the high school level will contribute to identifying some of the challenges encountered during the implementation of the CSE program of studies in Alberta.

Keywords: High School Computer Science Education; Gender Participation.

L'enseignement de l'informatique est un domaine de croissance émergent dans les écoles du monde entier. Cet article explore l'évolution de l'enseignement de l'informatique au niveau secondaire (10e à 12e année) dans la province canadienne de l'Alberta au cours de la dernière décennie, après une réorganisation et une refonte du programme d'études de l'informatique. En partenariat avec le ministère de l'éducation de l'Alberta, on a obtenu une liste complète des dossiers de cours pour les élèves du secondaire qui ont reçu des crédits pour des cours d’informatique entre 2009 et 2019. Ces cours ont été analysés pour déterminer les tendances générales de croissance, puis examinés plus en détail en fonction du niveau de cours, de l'urbanité et du sexe. Nous avons constaté que la croissance de l'obtention de crédits de cours a été constante au cours de la période d'étude de 10 ans (taux de croissance annuel moyen de 33,5 %). Les crédits de cours avancés ont augmenté plus rapidement que les crédits de cours d'introduction, les zones urbaines ont augmenté plus rapidement que les zones rurales, et les taux de croissance ont été similaires pour les hommes et les femmes. La compréhension des taux de croissance des inscriptions aux cours d'informatique au niveau secondaire contribuera à identifier certains des défis rencontrés lors de la mise en œuvre du programme d'études en informatique en Alberta.

Mots clés : Enseignement de l'informatique au niveau secondaire ; participation des hommes et des femmes.

Author Biographies

Quinn McCashin, University of Alberta

Quinn McCashin is a Doctoral student in the Faculty of Education, University of Alberta. He previously worked as a high school science and math teacher in Edmonton, Alberta and most recently completed his Master of Education in the field of educational technology. His research interests include computer science education, science professional development, games in the classroom, robotics, and computer science curriculum.

Dr. Catherine Adams, University of Alberta

Dr. Cathy Adams is a Professor of Educational Computing in the Faculty of Education, University of Alberta. Her research investigates digital technology integration across K–12 and post-secondary educational environments; ethical and pedagogical issues involving digital technologies, including Artificial Intelligence; and K–12 Computing Science curriculum and computational thinking (CT) pedagogy.

Dr. Michael Carbonaro, University of Alberta

Dr. Mike Carbonaro is a Professor at the University of Alberta's Faculty of Education. His research intersects several areas, including curriculum design, digital games in schools, blended delivery, robotics, computational modeling, computer science education, and health sciences interprofessional education.

Lance Pedersen, Edmonton Public Schools, University of Portland

Lance Pedersen is a Doctoral student studying Leadership in Education at the University of Portland. He received his Bachelor of Education and Master of Education from the University of Alberta. He has been a teacher and leader with Edmonton Public Schools for over 15 years in secondary education. His academic interests include technology in education and teacher self-efficacy related to Indigenous and decolonial education.

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Published

2023-09-25

How to Cite

McCashin, Q., Adams, C., Carbonaro, M., & Pedersen, L. (2023). The Growth of Computer Science Education in Alberta: An Analysis of High School Course Completion Trends. Alberta Journal of Educational Research, 69(3), 296–321. https://doi.org/10.11575/ajer.v69i3.75299

Issue

Vol. 69 No. 3 (2023): Fall

Section

ARTICLES

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