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Gender Differences in Self-efficacy for Programming Narrowed After a 2-h Science Museum Workshop.
Geneviève Allaire-Duquette1, Pierre Chastenay1, Thérèse Bouffard2
1Département de didactique, Université du Québec à Montréal, C.P. 8888, Succ. Centre-Ville, Montréal, QC H3C 3P8 Canada.
Canadian Journal of Science, Mathematics and Technology Education = Revue Canadienne De L'Enseignement Des Sciences, Des Mathematiques Et De La Technologie
|April 16, 2024
Summary
Engaging, hands-on programming workshops in science museums can effectively boost girls' self-efficacy beliefs for computer science. These activities help narrow the gender gap in programming confidence, even in short durations.
Area of Science:
- Computer Science Education
- STEM Education Research
- Human-Computer Interaction
Background:
- Girls often exhibit lower self-efficacy beliefs and perceive less natural ability in computer science compared to boys.
- Hands-on programming activities, particularly those offering mastery experiences, are crucial for enhancing programming self-efficacy.
- Museum-based programming workshops, despite potential limitations like short duration and gender stereotypes, can serve as valuable learning environments.
Purpose of the Study:
- To investigate the impact of a museum-based introductory robotics programming workshop on pupils' self-efficacy beliefs for programming.
- To specifically examine how such workshops influence girls' self-efficacy beliefs, comparing them to boys' experiences.
- To test hypotheses regarding pre-existing gender differences in self-efficacy and the potential for workshops to mitigate these differences.
Main Methods:
- A quantitative study involving 172 pupils (94 girls) aged 10-14 years.
- Participants completed a Mastery Experiences in Programming questionnaire before and after a 2-hour robotics programming workshop.
- Analysis focused on changes in self-efficacy beliefs, with a specific emphasis on gender-based comparisons.
Main Results:
- Initial gender differences in self-efficacy for programming were observed, with girls reporting lower beliefs than boys.
- Following the workshop, both girls and boys showed an increase in programming self-efficacy.
- The 2-hour museum workshop effectively narrowed, and in some cases, eliminated the observed gender differences in self-efficacy for programming.
Conclusions:
- Introductory programming workshops in science museums can be effective in improving programming self-efficacy for all pupils.
- These workshops demonstrate the potential to reduce gender disparities in computer science self-efficacy, challenging initial stereotypes.
- Providing accessible, engaging programming experiences is a viable strategy for fostering greater confidence and participation in computer science among girls.
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