Paper Info
Title
Early Programming Education and Career Orientation: The Effects of Gender, Self-Efficacy, Motivation and Stereotypes
Abstract
Programming education currently begins at the elementary school age. In this paper we are exploring what affects the learning performance of young students in programming classes. We present the results collected during an eight-week experimental Scratch programming course run in elementary schools. We emphasize factors that have been found to affect learning performance in adult students, including self-efficacy and motivation, and measure how they affect students of this age group. We further explore the students' view of programming as a career path, and measure the effects of the course, their performance, and the stereotypes that they assume for computer scientists. We find that students' intrinsic and extrinsic motivation and previous programming experience are important factors, being strongly correlated with their self-efficacy and their inclination towards a CS career. For female students only, we also find CS career orientation to be strongly correlated with their self-efficacy.
Year
DOI
Venue
2020
10.1145/3287324.3287358
Proceedings of the 50th ACM Technical Symposium on Computer Science Education
Keywords
Field
DocType
cs career orientation, k12, programming education, scratch, self-efficacy
Scratch,Computer science,Knowledge management,Mathematics education,Self-efficacy,Programming education,Instrumental and intrinsic value
Conference
ISBN
Citations 
PageRank 
978-1-4503-5890-3
1
0.35
References 
Authors
11
2
Name
Order
Citations
PageRank
Efthimia Aivaloglou111312.34
Felienne Hermans266.49