Abstract
school and university. There have been a vast amount of studies
with a focus on identifying students’ difficulties, common errors and
misconceptions in programming, and on the development and design
of instructional techniques that could potentially help students
overcome these difficulties. Nevertheless, there are few studies that
explore students’ performance in programming under the prism of
self-regulation theory. To this end, the current study considers girls’
and boys’ calibration and how it is related with their performance in
programming, self-evaluation, and self-efficacy in computer science.
Calibration is a measure of the accuracy with which people assess
their confidence in their own performance. The results of our study
suggest that boys feel significantly more efficacious in computer
science than girls, as well as make significantly more accurate predictions
(better calibrated) of their programming performance than
girls. The implications of these findings for the current education
practices are outlined and discussed.
with a focus on identifying students’ difficulties, common errors and
misconceptions in programming, and on the development and design
of instructional techniques that could potentially help students
overcome these difficulties. Nevertheless, there are few studies that
explore students’ performance in programming under the prism of
self-regulation theory. To this end, the current study considers girls’
and boys’ calibration and how it is related with their performance in
programming, self-evaluation, and self-efficacy in computer science.
Calibration is a measure of the accuracy with which people assess
their confidence in their own performance. The results of our study
suggest that boys feel significantly more efficacious in computer
science than girls, as well as make significantly more accurate predictions
(better calibrated) of their programming performance than
girls. The implications of these findings for the current education
practices are outlined and discussed.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 13th Workshop in Primary and Secondary Computing Education |
| Subtitle of host publication | WIPSCE '18 |
| Number of pages | 4 |
| DOIs | |
| Publication status | Published - 3 Oct 2018 |