This study investigated middle school students' computer science (CS) learning and monitoring accuracy in the Use-Modify-Create (UMC) progression. This study also examined the effects of prior experience and gender on CS learning and monitoring accuracy measured with sensitivity (proportion of confidence in correct answers) and specificity (proportion of uncertainty in incorrect answers). A total of 255 middle school students participated in this study. A one-group pretest-posttest design was used, and the data were analyzed using multilevel modeling and repeated-measures correlation tests. The results show a non-significant interaction effect of prior experience and gender on students' CS learning and monitoring accuracy. We found that gender significantly interacted with students' CS learning and monitoring accuracy, primarily specificity. In particular, UMC progression was able to reduce the gender gap in CS performance, and improved male monitoring accuracy. The results also showed a significant positive correlation between students' CS performance and sensitivity, and negative correlation with specificity. We discuss the results around the potential advantage of using a UMC progression strategy to reduce gender gaps in CS education, as well as the extent to which UMC can facilitate better instructional environments for serving students with a range of prior experiences.

这项研究调查了中学生在使用-修改-创建（UMC）过程中的计算机科学（CS）学习和监控准确性。这项研究还检查了以前的经验和性别对CS学习的影响，并监测了以敏感性（正确答案的信心比例）和特异性（错误答案的不确定性比例）衡量的准确性。共有255名中学生参加了这项研究。使用一组前测试-后测试设计，并使用多级建模和重复测量相关性测试分析数据。结果表明，既往经历和性别对学生CS学习和监控准确性的影响不显着。我们发现性别与学生的CS学习和监控准确性显着相关，主要是特异性。特别是，UMC的进展能够减少CS表现中的性别差异，并提高了男性监测的准确性。结果还显示，学生的CS表现和敏感性之间呈显着正相关，与特异性之间呈负相关。我们围绕使用UMC进步策略减少CS教育中的性别差距的潜在优势以及UMC可以在多大程度上促进更好的教学环境为学生提供一系列先验经验的结果进行讨论。