Results from repeated evaluation of an online tutor on introductory Computer Science

Abstract

We analyzed the data collected over 7 semesters by a single Computer Science software tutor to study the differences between the sexes and races on their prior self-confidence, prior preparedness and their assessment of the tutor. We found that when there was a statistically significant difference in the prior self-confidence of male and female students, female students had lower prior self-confidence than male students, in spite of the fact that there was no significant difference in the prior preparedness of male and female students. The prior self-confidence of female students in Computer Science may be improving with increasing enrollment. Whenever there was a statistically significant difference among racial groups, positively stereotyped racial groups were better prepared and had higher prior self-confidence than the traditionally under-represented racial groups. Whenever there was a statistically significant difference between the sexes in the assessment of the tutor, female students assessed the tutor more favorably than male students. When there was a statistically significant difference between racial groups, under-represented racial groups assessed the tutor more favorably than positively stereotyped racial groups. When there was a statistically significant difference in how developer's students assessed the tutor versus how other adopters' students assessed it, assessment by developer's students was more positive than that by students of other adopters.