Cracking the code: exploring student attitudes towards coding in secondary education.
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| Title: | Cracking the code: exploring student attitudes towards coding in secondary education. |
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| Authors: | Hamer, Jessica M. M., Kemp, Peter E. J., Wong, Billy, Copsey-Blake, Meggie |
| Source: | Cambridge Journal of Education. Aug2024, Vol. 54 Issue 4, p495-516. 22p. |
| Subjects: | Student attitudes, Secondary education, Digital technology, Curriculum, Exploratory factor analysis, Child development |
| Abstract: | Digital skills are beneficial for young people and society, but some individuals, particularly girls, are less likely to choose computing post-compulsory education. Coding is a crucial skill in the school computing curriculum. The authors collected survey data from 4983 secondary-school students (ages 11–16) as well as conducted exploratory factor analysis and created multivariable logistic regression models. Their findings revealed that high coding attitudes were associated with various factors, including student experience in computing lessons, teacher and parent support, perceptions of computer scientists, computing at home and gender. These findings have implications for classroom practice and curriculum design, highlighting the importance of addressing barriers and fostering positive coding attitudes among all students. The authors' findings highlight the need to reconsider the coding content within the computing curriculum in England, as certain groups of young people, including girls, will continue to be less well represented in this subject. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Digital skills are beneficial for young people and society, but some individuals, particularly girls, are less likely to choose computing post-compulsory education. Coding is a crucial skill in the school computing curriculum. The authors collected survey data from 4983 secondary-school students (ages 11–16) as well as conducted exploratory factor analysis and created multivariable logistic regression models. Their findings revealed that high coding attitudes were associated with various factors, including student experience in computing lessons, teacher and parent support, perceptions of computer scientists, computing at home and gender. These findings have implications for classroom practice and curriculum design, highlighting the importance of addressing barriers and fostering positive coding attitudes among all students. The authors' findings highlight the need to reconsider the coding content within the computing curriculum in England, as certain groups of young people, including girls, will continue to be less well represented in this subject. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 0305764X |
| DOI: | 10.1080/0305764X.2024.2387335 |
