Environment and Social Psychology

The correlation between computer science curriculum effectiveness and academic outcomes in private schools in Guangdong province from the perspective of environmental social psychology: The mediating role of collaborative learning and technological environment

Xuan Quan

Master's student, College of Arts, Sciences, and Education. Trinity University of Asia, Quezon City, 1102, Philippines ;Teacher, International Department, Guangdong Country Garden School, Foshan, Guangdong, 528312, China

Pedrito A.Aton

Professor, Faculty-Psychology Department, College of Arts, Sciences, and Education. Trinity University of Asia, Quezon City, 1102, Philippines

Marissa Ejercito – Borines

Doctor of Philosophy, Faculty & Program Chair, College of Arts, Sciences, and Education. Trinity University of Asia, Quezon City, 1102, Philippines

DOI: https://doi.org/10.59429/esp.v10i11.4232

Keywords: computer science education; environmental psychology; social psychology; collaborative learning; technology environment; academic performance; mediation analysis; private schools; Guangdong province

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Abstract

This study investigated the relationships between computer science (CS) course effectiveness and academic performance in a Guangdong Province private school through an integrated environmental and social psychology framework, examining collaborative learning environment and technology environment perception as mediating mechanisms. A quantitative cross-sectional design surveyed several hundred Grade 4 international high school students enrolled in computer science courses at Guangdong Country Garden School during the 2024-2025 academic year. Results revealed that all five CS course effectiveness dimensions—hands-on experiences, real-world applications, collaborative learning, problem-solving abilities, and technology landscape readiness—demonstrated strong positive correlations with academic performance (r=.790-.879, p<.01), with problem-solving abilities emerging as the strongest predictor (β=.342). Mediation analysis using Hayes' PROCESS macro with bootstrapping procedures confirmed that collaborative learning environment (14.7%-23.7% mediation) and technology environment perception (14.7%-23.9% mediation) functioned as significant partial mediators, with real-world applications showing strongest social-psychological mediation and hands-on experiences exhibiting strongest environmental mediation. Hierarchical regression demonstrated that environmental and social-psychological factors contributed unique variance beyond course effectiveness dimensions (ΔR²=.043, p<.001). Findings provide empirical support for person-environment fit theories and social cognitive frameworks, highlighting the importance of optimizing both technological infrastructure and interpersonal climate for CS education effectiveness in private school contexts.

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