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Article: Exploring the effects of gender and learning styles on computer programming performance: Implications for programming pedagogy

TitleExploring the effects of gender and learning styles on computer programming performance: Implications for programming pedagogy
Authors
Issue Date2009
PublisherBlackwell Publishing Ltd. The Journal's web site is located at http://www.blackwellpublishing.com/journals/BJET
Citation
British Journal Of Educational Technology, 2009, v. 40 n. 4, p. 696-712 How to Cite?
AbstractComputer programming has been taught in secondary schools for more than two decades. However, little is known about how students learn to program. From the curriculum implementation perspectives, learning style helps address the issue of learner differences, resulting in a shift from a teacher-centred approach to a learner-focused approach. This study aims to investigate the effects of gender and learning styles on computer programming performance. The Gregorc Style Delineator (GSD) was employed to measure learning styles. A test was administered to assess students' programming performance. Two hundred and seventeen secondary school students of age from 14 to 19 participated in this study. Results indicated that no gender differences in programming performance were found after controlling for the effect of student ability. Academic ability had a differential effect on programming knowledge. Sequential learners in general performed better than random learners. These results suggest the importance of the ordering dimension of the GSD in influencing programming performance. Implications of the findings in relation to programming pedagogy are discussed in this paper. © 2008 British Educational Communications and Technology Agency.
Persistent Identifierhttp://hdl.handle.net/10722/85332
ISSN
2015 Impact Factor: 1.633
2015 SCImago Journal Rankings: 1.613
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLau, WWFen_HK
dc.contributor.authorYuen, AHKen_HK
dc.date.accessioned2010-09-06T09:03:30Z-
dc.date.available2010-09-06T09:03:30Z-
dc.date.issued2009en_HK
dc.identifier.citationBritish Journal Of Educational Technology, 2009, v. 40 n. 4, p. 696-712en_HK
dc.identifier.issn0007-1013en_HK
dc.identifier.urihttp://hdl.handle.net/10722/85332-
dc.description.abstractComputer programming has been taught in secondary schools for more than two decades. However, little is known about how students learn to program. From the curriculum implementation perspectives, learning style helps address the issue of learner differences, resulting in a shift from a teacher-centred approach to a learner-focused approach. This study aims to investigate the effects of gender and learning styles on computer programming performance. The Gregorc Style Delineator (GSD) was employed to measure learning styles. A test was administered to assess students' programming performance. Two hundred and seventeen secondary school students of age from 14 to 19 participated in this study. Results indicated that no gender differences in programming performance were found after controlling for the effect of student ability. Academic ability had a differential effect on programming knowledge. Sequential learners in general performed better than random learners. These results suggest the importance of the ordering dimension of the GSD in influencing programming performance. Implications of the findings in relation to programming pedagogy are discussed in this paper. © 2008 British Educational Communications and Technology Agency.en_HK
dc.languageengen_HK
dc.publisherBlackwell Publishing Ltd. The Journal's web site is located at http://www.blackwellpublishing.com/journals/BJETen_HK
dc.relation.ispartofBritish Journal of Educational Technologyen_HK
dc.rightsBritish Journal of Educational Technology. Copyright © Blackwell Publishing Ltd.en_HK
dc.titleExploring the effects of gender and learning styles on computer programming performance: Implications for programming pedagogyen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0007-1013&volume=40&issue=4&spage=696&epage=712&date=2009&atitle=Exploring+the+effects+of+gender+and+learning+styles+on+computer+programming+performance:+implications+for+programming+pedagogyen_HK
dc.identifier.emailLau, WWF: wwflau@hku.hken_HK
dc.identifier.emailYuen, AHK: hkyuen@hku.hken_HK
dc.identifier.authorityLau, WWF=rp01723en_HK
dc.identifier.authorityYuen, AHK=rp00983en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/j.1467-8535.2008.00847.xen_HK
dc.identifier.scopuseid_2-s2.0-67249092467en_HK
dc.identifier.hkuros159555en_HK
dc.identifier.hkuros216102-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-67249092467&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume40en_HK
dc.identifier.issue4en_HK
dc.identifier.spage696en_HK
dc.identifier.epage712en_HK
dc.identifier.isiWOS:000266921500009-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLau, WWF=26648932200en_HK
dc.identifier.scopusauthoridYuen, AHK=8983762600en_HK
dc.identifier.citeulike4918085-

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