Gender-based differences in attitudes toward computers

Abstract-Computer programming which forms the major component of most technological inventions is perceived by most computer science students as difficult. Some researchers have also reported that failure rates in programming courses are between 30% and 40%. It has therefore become necessary to study factors that could influence achievement in programming. This study therefore investigated the interaction between some selected factors (mathematics ability, mathematics anxiety, computer anxiety, programming anxiety, age and gender) and achievement in Basic programming. The study adopted a correlational design with achievement in Basic programming as the dependent variable, while mathematics ability, mathematics anxiety, computer anxiety, programming anxiety, age and gender serve as the independent variables. Three scales namely; mathematics anxiety (r = 0.82), computer anxiety (r = 0.82) and programming anxiety (r = 0.82) rating scales were used for data collection. Data collected were analysed using Pearson Product Moment Correlation (PPMC) coefficient and multiple regression analyses.The result of the analysis showed that the correlation between mathematics ability and achievement in Basic programming are positive and significant. The composite effect of the factors under study on achievement in Basic programming is 20.8%. Efforts should be made to motivate students to improve their mathematics ability so as to improve programming performance and consequently improve efficiency in programming.

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“…Significantly, some studies revealed that boys are more interested and confident in working with computers than the girls [39,40,41,42,43].…”

Section: Introductionmentioning

confidence: 99%

Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

Owolabi¹,

Olanipekun²,

Iwerima³

2014

GSTF J Comput

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“…Girls' attitudes in the use of ICT are slightly lower than boys' (Adebowale, Adediwura & Bada, 2009;Busch 1995;Chen, 1986;Ogan, Herring & Robinson, 2005;Shashaani, 1993;Volman & Van Eck, 2001). The term attitude has, however, different dimensions: anxiety, enjoyment, and self-confidence.…”

Section: Attitudes and Self-efficacymentioning

confidence: 99%

“…Anxiety is defined as fear to interact with ICT and showing overall negative attitudes towards ICT, which leads to a deterioration of tasks and their accomplishment (Shashaani, 1993).…”

Section: Attitudes and Self-efficacymentioning

confidence: 99%

“…Enjoyment is defined as interest in the use of ICT, not only in the academic context within or outside the school, but also during leisure time (Shashaani, 1993). The level of enjoyment has been widely reported as being similar for boys and girls (Adebowale et al, 2009;Fančovičová & Prokop, 2008;Kaino, 2008;Ogan et al, 2005;Teo, 2008).…”

Section: Attitudes and Self-efficacymentioning

confidence: 99%

“…Self-confidence is defined as the personal perception of controlling ICT tools, feeling comfortable when using them and feeling able to overcome difficulties by one's own means (Shashaani, 1993).…”

Section: Attitudes and Self-efficacymentioning

confidence: 99%

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Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

2017

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Aim/Purpose: This article presents a study of ICT use and attitudes related to the computer use of girls and boys from Catalonia in order to detect which gender differences may explain the low presence of women in the ICT field and to design a proposal of actions in schools to help reduce these differences. Background: Since the number of women in the field of ICT remains very low, this study looks into the factors that influence girls’ lack of interest in ICT field. Methodology: The study collected data from 29 randomly selected public secondary schools in Catalonia with a total of 1,920 students (972 boys and 815 girls aged between 11 and 13 years old); it analyzes socio-demographic data, frequency and type of computers use and attitudes and self-efficacy on ICT use. Contribution: The study concludes there is a prevalence of stereotypes about the differences of skills and professional vocation among the teenagers and a gender difference when we focus on attitudes toward computers or self-efficacy. Findings: Boys and girls face computer use in different ways and both have a stereotyped image of their mothers’ and fathers’ digital skills and ICT jobs. Girls present higher levels of anxiety than boys when using a computer and lower self-confidence. Boys have higher self-efficacy than girls when asked for their perception about doing tasks with computers. Impact on Society: Policy makers must design strategies to minimize these gender differences in order to engage more girls in technological studies and minimize this imbalance. Future Research: Future research is needed, in the Catalan context, about whether the intensive use of computers in schools can influence the reduction of the gender-gap and identify which interventions must be made to maximize its effect.

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Gender Differences in Computer Work: Evidence for the Model of Achievement-Related Choices

Dickhäuser

Stiensmeier‐Pelster

2002

Contemporary Educational Psychology

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Gender-based differences in attitudes toward computers

Cited by 150 publications

References 22 publications

Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

Mathematics Ability and Anxiety, Computer and Programming Anxieties, Age and Gender as Determinants of Achievement in Basic Programming

Are Boys and Girls still Digitally Differentiated? The Case of Catalonian Teenagers

Gender Differences in Computer Work: Evidence for the Model of Achievement-Related Choices

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