Abstract
The article analyzes the problem of the influence of contextual data on the results of the input assessment of the subject content for the computer science course of secondary general education for 1st-year students of the Faculty of Physics and Mathematics of Voronezh State Pedagogical University in 2019–2021. The purpose of the article is to identify and analyze the influence of independent factors on the results of the input assessment of the subject content for the computer science course of secondary general education for 1st year students in 2019–2021. Methodology. The input assessment of the level of formation of the subject content of the computer science course on the basis of the Unified State Exam for the academic subject “Informatics” was carried out in the 1st semester of first-year students (september-october) in 2019–2021. A total of 174 1st year students took part in it. To conduct the study, the following contextual data were used: the biological sex of students; the location of the educational organization (general education or professional) that the 1st year students completed before entering the university; participation and results of the USE students in 2019–2021 in the academic subject “Computer Science”; preparation of students for the Unified State Exam in 2019-2021 for admission to university; features of the family in which students were brought up (full and incomplete, the presence of higher education from parents in the family, the presence of work from parents in the family). The study of the results of the input evaluation, comparison and analysis of the results obtained during the study was carried out using the Kruskal-Wallis H test, the Mann-Whitney U test, and correlation analysis. In conclusion, the conclusion is made about the different influence of contextual data on the results of the input assessment of the subject content for the computer science course of secondary general education for 1st-year students of the Faculty of Physics and Mathematics in 2019–2021.
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