• Gender Differences in an Intro...

Treffer: Gender Differences in an Introductory Programming Course: New Teaching Approach, Students' Learning Outcomes, and Perceptions

Title:
Gender Differences in an Introductory Programming Course: New Teaching Approach, Students' Learning Outcomes, and Perceptions
Language:
English
Authors:
Malik, Sohail Iqbal (ORCID 0000-0002-2737-9255), Coldwell-Neilson, Jo
Source:
Education and Information Technologies. Nov 2018 23(6):2453-2475.
Availability:
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed:
Y
Page Count:
23
Publication Date:
2018
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Descriptors:
Gender Differences, Introductory Courses, Programming, Teaching Methods, Outcomes of Education, Student Attitudes, Learner Engagement, Retention (Psychology), Instructional Materials
DOI:
10.1007/s10639-018-9725-3
ISSN:
1360-2357
Number of References:
50
Entry Date:
2018
Accession Number:
EJ1192464
Database:
ERIC

Weitere Informationen

This study reports on gender differences in an introductory programming (IP) course that uses a new teaching and learning approach based on the ADRI (Approach, Deployment, Result, Improvement) model. The teaching materials of the IP course were redesigned based on the new approach. The grades of the final exam were compared to determine the impact of the new teaching and learning approach on genders. A survey was conducted to collect students' feedback. The responses of the survey were compared for each question among genders and T-test and Mann-Whitney U test were used to analyse the data. The results show that female students performed better in the high achiever category and male students performed better in the medium and low achiever categories in the final exam. The survey responses indicated that male students were more satisfied than female students with the new teaching and learning approach. The four stages of the ADRI approach support students' cognitive gains and engagement. The students' retention was higher which supports students' affective engagement in the IP course. Overall, both the female and male students appreciate the ADRI approach in the IP course.

As Provided