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Gender differences in an introductory programming course: new teaching approach, students’ learning outcomes, and perceptions

Version 2 2024-06-06, 07:01
Version 1 2018-10-12, 11:47
journal contribution
posted on 2024-06-06, 07:01 authored by SI Malik, Jo Coldwell-NeilsonJo Coldwell-Neilson
© 2018, Springer Science+Business Media, LLC, part of Springer Nature. 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.

History

Journal

Education and information technologies

Volume

23

Pagination

2453-2475

Location

New York, N.Y.

ISSN

1360-2357

eISSN

1573-7608

Language

eng

Publication classification

C Journal article, C1 Refereed article in a scholarly journal

Copyright notice

2018, Springer Science+Business Media

Issue

6

Publisher

Springer