Conference Paper

Women catch up: Gender differences in learning programming concepts

DOI: 10.1145/1121341.1121350 Conference: Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2006, Houston, Texas, USA, March 3-5, 2006
Source: DBLP

ABSTRACT This paper describes a multi-institutional study that used categorization exercises (known as constrained card sorts) to investigate gender differences in graduating computer science students' learning and perceptions of programming concepts. Our results show that female subjects had significantly less pre-college programming experience than their male counterparts. However, for both males and females, we found no correlation between previous experience and success in the major, as measured by computer science grade point average at graduation. Data also indicated that, by the time students completed their introductory courses, females reported nearly equal levels of mastery as males of the programming concepts. Furthermore, females generally considered the programming concepts to be no more difficult than did the men.

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Available from: Briana B. Morrison, Sep 28, 2015
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    • "Regarding gender differences , results show no differences between male and female satisfaction levels . This conclusion is consistent with ( Murphy et al . , 2006 ) , whose results show that female students , despite having significantly less pre - college programming experience , succeed at comparable rates as their male counterparts . Moreover , the results of this study indicate that the use of the EduJudge system has important effects on the students ' academic outcomes . The students who use"
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    ABSTRACT: Several Web-based on-line judges or on-line programming trainers have been developed in order to allow students to train their programming skills. However, their pedagogical functionalities in the learning of programming have not been clearly defined. EduJudge is a project which aims to integrate the “UVA On-line Judge”, an existing on-line programming trainer with an important number of problems and users, into an effective educational environment consisting of the e-learning platform Moodle and the competitive learning tool QUESTOURnament. The result is the EduJudge system which allows teachers to apply different pedagogical approaches using a proven e-learning platform, makes problems easy to search through an effective search engine, and provides an automated evaluation of the solutions submitted to these problems. The final objective is to provide new learning strategies to motivate students and present programming as an easy and attractive challenge. EduJudge has been tried and tested in three algorithms and programming courses in three different Engineering degrees. The students’ motivation and satisfaction levels were analysed alongside the effects of the EduJudge system on students’ academic outcomes. Results indicate that both students and teachers found that among other multiple benefits the EduJudge system facilitates the learning process. Furthermore, the experiment also showed an improvement in students’ academic outcomes. It must be noted that the students’ level of satisfaction did not depend on their computer skills or their gender.
    Computers & Education 01/2012; 58(1):1-10. DOI:10.1016/j.compedu.2011.08.015 · 2.56 Impact Factor
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    • "ATTITUDE VAN DE LEERLINGEN Het is bekend dat de leerstijl van jongens in het algemeen anders is dan die van meisjes (Milgram, 2007; Murphy, 2006). Deze leerstijlen hebben invloed op de leeropbrengst (Mul, 2006). "
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    • "However, others believe that computing experiences in programming have only minor or no impact (e.g. [20], p. 80). In addition there are the effects of the hidden curriculum. "
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    ABSTRACT: Recently, the importance of computer science education in secondary schools has been coming more and more into focus. Students' interests and motivation to pursue a career in CS related fields are highly influenced by school. Also beliefs in the nature of CS are influenced, and necessary foundations in knowledge and skills are built. However, a major problem is the gap between information and communication technologies (ICT) and computer science (CS). Often pupils have only experiences in ICT, and therefore develop inadequate beliefs about CS. We propose educational standards for CS in lower high school in order to bridge ICT and CS. Full text in the ACM digital library:
    14th annual ACM SIGCSE conference on Innovation and technology in computer science education (ITICSE 2009); 07/2009
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