Beyond the Screen: Exploring Experiences of First Year Computer Science Students in Higher Education

Abstract

With an increasingly diverse range of students entering higher education, the need to understand their needs is paramount, so that everyone has the opportunity to thrive and succeed in a socially just system. Research has been ongoing in this area for decades, but until recently has been mostly based on quantitative data collected centrally, without really considering the students, their lived experiences or their needs.

This research investigates the multifaceted experiences of first-year computing students through a comprehensive analysis using a mixed methods approach. Using quantitative data, the research examined the impact of student characteristics, feelings, and prior experiences on student outcomes for their first year of study on a computer science related degree in a university in the northwest of England. Qualitative data was collected in the form of interviews conducted with 17 participants over five timeframes during the first year of their degree, complemented by a reflective interview towards the end of their final year. Thematic analysis was applied to these data, which resulted in four primary themes: Social, Personal, Pressure, and Mental Health. Each theme encompasses several key aspects: Belonging, Friendship, and Family within Social; Comparison to Others, Self-Efficacy, Finances, and Future Aspirations within Personal; Workload, Expectations, and Fear of Failure within Pressure; and Wellbeing, Emotions, and Coping Strategies within Mental Health. The qualitative data was further examined by timeframe and longitudinally to understand the changing perceptions over time.

The findings reveal the intricate interplay between these themes, highlighting how social connections can alleviate stress, how personal confidence influences academic success, and how effective coping strategies are essential for managing mental health challenges. A conceptual model of the student experience is proposed to encapsulate these dynamics, offering a holistic view of the student journey. This model emphasises the importance of a structured student-focused approach, building confident independent learners and suggesting that interventions should be multifaceted and tailored to address the interconnected nature of student challenges. This framework provides a valuable tool for universities to enhance support services, inform policy, and ultimately promote student success and wellbeing.

This study was conducted with participants from computer science programmes in one university in the northwest of England, so whilst the recommendations and model are limited to this study, there is scope to extend beyond these boundaries.