A recent report found that many schools that use computer certification programs have cut back on computer instruction and students, and many have stopped using computer labs or other classroom resources to train students.
“The data suggests that these are the types of schools that students are not getting a real understanding of,” says Brian S. Anderson, a computer science professor at the University of Illinois and author of the report.
“And the only way to make that more true is to have more computer programs that help students understand them.”
Anderson says there are two main reasons schools cut back: the need to provide enough computing space and the need for students to complete certain activities before they can apply to computer-related schools.
“I think that the main one that we see, from my own research, is that when the number of people getting their degrees and going to school to learn computer science has been cut, that the number that is taking the computer science program has been very, very low,” he says.
Anderson also says that there are several other reasons why schools have cutbacks on computer certifiers, but these aren’t the ones that are being reported by the news media.
“One of the things that’s really hard for students is that in the beginning they don’t realize that computers have been around for decades,” Anderson says.
“They think that computers are cool, but they’re not really doing the things they’re supposed to be doing.”
Anderson’s research shows that there is a big difference between students who learn computer programming and students who don’t.
He found that students who are able to take computer classes often outperform their peers who aren’t able to do the same.
The problem is that students typically have to take multiple computer classes in order to complete a computer course, and so the more courses they have to learn, the less they’re actually learning, he says, adding that this means that students don’t really get a real grasp of the concepts.
Anderson’s study also found that there was a large disparity between students with and without degrees who were able to complete the computer-based learning.
For example, students who had degrees in science and math, but didn’t have a computer education, were less likely to be successful at completing the coursework.
For students who have degrees in both, Anderson found that computer programs were more effective in helping them to complete those courses.
“This study shows that computer-enabled learning, as well as the fact that students in computer-centric schools are doing less than those who don.
And the reason for this is because they are more likely to not take any computer courses at all, because they aren’t interested in taking them,” Anderson explains.
The bottom line: While students with computer certificates may be learning more, they are actually learning less, according to Anderson.
And in many cases, students are having difficulty understanding what the computer programs are saying, or even how to use them.
For example, in a 2014 survey of students who did computer-oriented courses, Anderson and his team found that about 70 percent of students said they were able, if they were taught computer programming, to understand what they were seeing.
That’s because students aren’t trained in computer programs, and they aren, in fact, learning computer programming instead of coding.
In contrast, only about 25 percent of those students who didn’t receive a computer-focused education were able “to learn computer programs from the start,” and they didn’t understand how they were supposed to use those programs.
The study found that a significant portion of students also were struggling to understand computer programs.
The report also found evidence that computer instruction is ineffective for students with lower-level computing skills.
Anderson says that in order for students who take computer-intensive classes to succeed, they need to be able to grasp and use concepts that are actually used by a computer program.
This means that they need computer programs to help them understand them.
However, while students who complete computer-centered learning may be better prepared to learn programming, they may also have more difficulty understanding the language and context of the program.
The researchers found that only about 15 percent of computer-trained students could understand the meaning of “Hello, World,” while about 40 percent could understand “Hello World” but not “Hello,” and the rest couldn’t understand the “Hello” and “World” commands.
This is because students with a computer background are not as good at understanding computer programs as they are at using them, Anderson says, and this is why students are more at risk of missing out on learning computer programs because of their computer-centric backgrounds.
Anderson believes that schools have a significant role to play in helping students learn computer technology.
“We want to be sure that if we can give students a real appreciation for the technologies and the software that we’re using, that they’ll take advantage of that,” he adds.
But Anderson is concerned that computer schools will not be able take on the challenges that other schools face.
“What we have