Gender Gaps In The Initiation Of Computer Programming In Secondary Education In Spain

Keywords: Computer Science, Womens education, Secondary, Gender differences, Gender issues

Abstract

Computer programming (“coding”) skills are essential for today's digital society, professional and social development. This paper is precisely focused in the study of teaching-learning of coding from a gender perspective. The perceptions of Spanish high school students, who developed coding initiation activities in an international meeting called "Hour of Code" ("HoCo"), are analyzed from a gender perspective. The objective of this research seeks to know the perception and motivation of students towards coding in general and to identify possible gender gaps regarding the following eight variables: notion of the existence of coding (prior to the HoCo event); pre-HoCo coding experience; self-efficacy perceived by the participants immediately after the activities of the HoCo                ; real efficacy in the tasks performed during the HoCo; motivation and concrete intention to keep learning coding after the HoCo; and relevance attributed by the participants to coding, both for their future personal and professional life. We used the survey methodology by applying a questionnaire to 561 Spanish secondary school students, selected from a random list of educational centers among those registered in the event. Statistically significant gender gaps were found in favor of male students in all the variables studied, except for the last two variables (attributed relevance of the coding for future personal and professional life, in which no differences were found). Globally, our results show an important gender gap in Spain (d=0.5) existing in the Secondary Education stage on the predisposition to teaching-learning coding, which could constitute a threat to equal opportunities. The need to promote equitable teaching-learning of coding is suggested, as well as paying special attention to the integration of girls in computer programming from an early age.

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Author Biographies

Yucnary Daitiana Torres Torres, Universidad Nacional de Educación a Distancia (UNED)

Yucnary-Daitiana Torres-Torres es Lic. En Física, Master en Investigación de la Enseñanza y Aprendizaje de ciencias Experimentales, Sociales y Matemáticas, Técnica en Promotora de igualdad, Actualmente realiza su PhD en Educación en la universidad Nacional a Distancia. (UNED) Madrid, sus áreas de interés son educación en el área STEM desde una perspectiva de género

Marcos Román-González, Universidad Nacional de Educación a Distancia (UNED)

Marcos Román-González es Profesor Contratado Doctor del Departamento de Métodos de Investigación y Diagnóstico en Educación (MIDE I) en la Facultad de Educación de la UNED. Sus líneas de investigación se centran en los procesos de codigoalfabetización (enseñanza-aprendizaje de/con lenguajes informáticos de programación), y en el desarrollo y evaluación del pensamiento computacional (constructo psicopedagógico subyacente), tanto en Educación Primaria como en Secundaria."

Juan-Carlos Pérez-González, Universidad Nacional de Educación a Distancia (UNED)

Profesor Titular de Métodos de Investigación y Diagnóstico en Educación (MIDE) en la Facultad de Educación de la UNED. Doctor Europeo en Educación, con Premio Extraordinario de Doctorado, por la UNED. Máster en Psicología Social por la UCM. Licenciado en Psicopedagogía por la Universidad de Huelva. Sus líneas de investigación son la validez de constructo de la inteligencia emocional, la evaluación de programas de educación emocional, y la formación psicopedagógica de docentes y de orientadores educativos

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Published
2022-05-25
How to Cite
Torres Torres Y. D., Román-González M. y Pérez-González J.-C. (2022). Gender Gaps In The Initiation Of Computer Programming In Secondary Education In Spain. Revista Complutense de Educación, 33(4), 701-712. https://doi.org/10.5209/rced.76564
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Articles