Challenging stereotypes and changing attitudes

Charters, Polina; Lee, Michael J.; Ko, Amy J.; Loksa, Dastyni

doi:10.1145/2538862.2538938

Cited by 66 publications

(8 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…We were not able to replicate the findings of a recent study which revealed significant differences in attitude between male and female students (Sun et al, 2022). However, several other studies have found no gender difference in programming attitude (Amnouychokanant et al, 2021;Charters et al, 2014;Gul et al, 2022;Ozdemir et al, 2020) or no significant predictive effect of gender on attitude (Gurer et al, 2019). This finding suggests that rather than employing individualised instructions that would meet the learning needs of a particular gender category, attention should be on employing more holistic approaches that eliminate programming difficulty and encourage positive attitudes toward programming.…”

Section: Discussioncontrasting

confidence: 99%

“…We argue that experienced programmers are more likely to have positive attitude judgement compared to freshmen. The explanation to justify our argument is based on previous studies (Charters et al, 2014;Cheah, 2020). These studies infer that novice programmers often develop negative attitudes at the initial stage, but the attitude reduces as the students attend more programming lectures and solve more programming problems.…”

Section: Discussionmentioning

confidence: 89%

See 1 more Smart Citation

Revising the computer programming attitude scale in the context of attitude ambivalence

Yusuf

Noor

2023

Computer Assisted Learning

View full text Add to dashboard Cite

BackgroundSeveral attitude scales have been developed to measure students' attitudes toward computer programming, including the prominent one developed by Cetin and Ozden. The development of these scales stemmed from the elusive nature of attitude and the lack of specific constructs to measure attitude. These instruments measure students' attitudes based on one‐dimensional perspective, thus, making it difficult to interpret the meaning of some attitude evaluations such as the meaning of neutral points in a 10‐point scale (for example).ObjectivesThe computer programming attitude scale was modified to measure ambivalence. The study also investigate attitude differences across demographic variables and used these variables to predict ambivalence.MethodsThe study was conducted in two phases. In the first phase, the instrument was validated using exploratory factor analysis and confirmatory factor analysis. In the second phase, the revised scale was administered to another 547 students in four research universities for empirical investigation.ResultsResults show that the instrument is valid and suitable for measuring students' programming attitudes. Participants' attitudes skewed toward the negative attitude dimension. Lastly, we found that both attitude and ambivalence are factors of programming experience.ConclusionsWe discussed the findings, recommend the instrument to programming tutors, and strongly emphasise the evaluation of students' ambivalent attitudes.

show abstract

Section: Discussioncontrasting

confidence: 99%

Section: Discussionmentioning

confidence: 89%

Revising the computer programming attitude scale in the context of attitude ambivalence

Yusuf

Noor

2023

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…It was nice to look at programming as a series of puzzles rather than a complex language." These results support H1 and those in Charters et al (2014), which found significant attitude improvement regardless of gender and education level after a brief online programming experience.…”

Section: Motivationsupporting

confidence: 86%

Integrating Parsons puzzles within Scratch enables efficient computational thinking learning

Bender¹,

Zhao²,

Dziena³

et al. 2022

RPTEL

View full text Add to dashboard Cite

A literature review revealed that students learning computational thinking (CT) via Scratch often require substantial teacher support. We surveyed grade 6-9 teachers to learn their perceptions of student engagement with CT and how well their needs are met by existing CT learning systems. The results led us to extend the trend of balancing Scratch’s agency with structure to better serve learners and reduce burden on teachers aiming to learn and teach CT. In this paper, we review architecture and implementation strategies developed to integrate Parsons Programming Puzzles (PPPs) with Scratch, and then analyze their effects on adults, who crucially influence the education of their children. The results from our pilot study suggest PPPs catalyze CT motivation, reduce extraneous cognitive load, and increase learning efficiency without jeopardizing performance on transfer tasks.

show abstract

“…It is based around use of IT, on the assumption that all respondents would use IT to some degree. It is recognized from literature [18,32,40,80] and our practice that nowadays programs are wrien by specialists in other domains who do not identify themselves as programmers and may not have ever been in a programming class. Dorn et al [24] (p.30) report of the projects completed by end-users that "the projects were typical of what one might expect from a novice programmer".…”

Section: Methodology 31 E Surveymentioning

confidence: 99%

Early Developmental Activities and Computing Proficiency

Cutts

Patitsas

Cole

et al. 2018

Proceedings of the 2017 ITiCSE Conference on Working Group Reports

View full text Add to dashboard Cite

As countries adopt computing education for all pupils from primary school upwards, there are challenging indicators: signicant proportions of students who choose to study computing at universities fail the introductory courses, and the evidence for links between formal education outcomes and success in CS is limited. Yet, as we know, some students succeed without prior computing experience. Why is this? Some argue for an innate ability, some for motivation, some for the discrepancies between the expectations of instructors and students, and some-simply-for how programming is being taught. All agree that becoming procient in computing is not easy. Our research takes a novel view on the problem and argues that some of that success is inuenced by early childhood experiences outside formal education. In this study, we analyzed over 1300 responses to a multi-institutional and multinational survey that we developed. e survey captures enjoyment of early developmental activities such as childhood toys, games and pastimes between the ages 0-8 as well as later life experiences with computing. We identify unifying features of the computing experiences in later life, and aempt to link these computing experiences to the childhood activities. e analysis indicates that computing prociency should be seen from multiple viewpoints, including both skill-level and condence. It shows that particular early childhood experiences are linked to Permission to make digital or hard copies of part or all of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for prot or commercial advantage and that copies bear this notice and the full citation on the rst page. Copyrights for third-party components of this work must be honored. For all other uses, contact the owner/author(s).

show abstract

Challenging stereotypes and changing attitudes

Cited by 66 publications

References 29 publications

Revising the computer programming attitude scale in the context of attitude ambivalence

Revising the computer programming attitude scale in the context of attitude ambivalence

Integrating Parsons puzzles within Scratch enables efficient computational thinking learning

Early Developmental Activities and Computing Proficiency

Contact Info

Product

Resources

About