Pair programming and secondary school girls’ enjoyment of programming and the subject Information Technology (IT)

Liebenberg, Janet; Mentz, Elsa; Breed, Betty

doi:10.1080/08993408.2012.713180

Cited by 77 publications

(21 citation statements)

References 18 publications

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“…In order to support students who may feel discouraged by the challenges of learning programming, course instructors could embed learning activities that are intended to invoke the feeling of enjoyment. Using pair programming (Liebenberg et al, 2012;Maguire et al, 2014), introducing new programming tools (Bishop-Clark et al, 2007) and applying gamification techniques (Fotaris, Mastoras, Leinfellner, & Rosunally, 2016) are some examples from the extant research on computer programming that have successfully engaged students in enjoyable activities when learning programming.…”

Section: Discussionmentioning

confidence: 99%

“…The literature on computer programming suggests that enjoyment in learning programming increases as a result of using the Alice programming environment (Bishop-Clark, Courte, Evans, & Howard, 2007) and when engaging in pair programming (Liebenberg, Mentz, & Breed, 2012;Maguire, Maguire, Hyland, & Marshall, 2014). However, the effect of enjoyment on the performance of the student was not examined in these studies.…”

Section: Enjoymentmentioning

confidence: 99%

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Effect of Self-efficacy and Emotional Engagement on Introductory Programming Students

Kanaparan¹,

Cullen

Mason

2019

AJIS

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High failure rates appear to be a norm in introductory programming courses. Many solutions have been proposed to improve the high failure rates. Surprisingly, these solutions have not lead to significant improvements in the performance of students in introductory programming courses. In this study, the relationship between self-efficacy, emotional engagement and the performance of students in introductory programming courses were examined. Enjoyment, interest, and gratification were identified as three factors contributing to emotional engagement in introductory programming courses from a review of existing literature and from focus groups. An online survey of 433 students in introductory programming courses showed that the students’ programming self-efficacy beliefs had a strong positive effect on enjoyment, while gratification and interest had a negative effect on programming performance. These findings have implications for course instructors who design and deliver introductory programming courses.

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Section: Discussionmentioning

confidence: 99%

Section: Enjoymentmentioning

confidence: 99%

Effect of Self-efficacy and Emotional Engagement on Introductory Programming Students

Kanaparan¹,

Cullen

Mason

2019

AJIS

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“…Our team has described how pair programming in middle school helps students persist with a programming task when faced with challenges (Denner & Werner, 2007;Werner & Denner, 2009;Werner, Denner & Bean, 2004) and engages students in computer science concepts (Denner, Werner, & Ortiz, 2012). In addition, case studies of secondary school girls programming in pairs found increased enjoyment and learning in a programming task due to the support they received from partners (Liebenberg, Mentz, & Breed, 2012). In a study of middle school girls who pair programmed, most viewed computer science in a more favorable light after the course (Sivilotti & Laugel, 2008), and Lewis (2011) found benefits for collaboration in middle school, regardless of whether students shared a computer or worked side by side.…”

mentioning

confidence: 96%

Pair Programming: Under What Conditions Is It Advantageous for Middle School Students?

Denner

Werner

Campe

et al. 2014

Journal of Research on Technology in Education

133

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“…In their controlled study, the removal of objects that may be considered stereotypical of computer science (but also masculine), such as a Star Trek poster and video games, seemingly resulted in girls reporting a higher level of computing interest. Furthermore, it was suggested that the teaching strategy of paired programming (Liebenberg, Mentz, & Breed, 2012) can also function to support and improve the social skills of young people in computing studies. Same-sex pairs might also strengthen the identities of girls in computing through collaborative learning and peer support.…”

Section: Broader Gender Discourses Of Computingmentioning

confidence: 99%

Technical boys and creative girls: the career aspirations of digitally skilled youths

Wong

Kemp

2017

Cambridge Journal of Education

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School of education, university of roehampton, london, uK ABSTRACT Digital technology is increasingly central to our lives, particularly among young people. However, there remains a concern from government and businesses of a digital skills gap because many youths, especially girls, tend to be consumers rather than creators of technology. Drawing on 32 semi-structured interviews with digitally skilled teenagers (aged 13-19), this article investigates their digital career aspirations and examines how identities and discourses of gender can interact with the type of digital careers that are of interest to these youths. While it was found that digitally skilled young people still articulate traditional gendered discourses of digital competence, especially around technical abilities, the growing importance of creativity as a career pathway into digital technology is highlighted. Implications of the findings are discussed in relation to the new computing curriculum in England, which prioritises technical computing skills, and the discontinuation of Information and Communications Technology (ICT), which facilitates a broader usage of software and digital productivity.

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Pair programming and secondary school girls’ enjoyment of programming and the subject Information Technology (IT)

Cited by 77 publications

References 18 publications

Effect of Self-efficacy and Emotional Engagement on Introductory Programming Students

Effect of Self-efficacy and Emotional Engagement on Introductory Programming Students

Pair Programming: Under What Conditions Is It Advantageous for Middle School Students?

Technical boys and creative girls: the career aspirations of digitally skilled youths

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