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Gender differences in an introductory programming course: New teaching approach, students’ learning outcomes, and perceptions

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Abstract

This study reports on gender differences in an introductory programming (IP) course that uses a new teaching and learning approach based on the ADRI (Approach, Deployment, Result, Improvement) model. The teaching materials of the IP course were redesigned based on the new approach. The grades of the final exam were compared to determine the impact of the new teaching and learning approach on genders. A survey was conducted to collect students’ feedback. The responses of the survey were compared for each question among genders and T-test and Mann-Whitney U test were used to analyse the data. The results show that female students performed better in the high achiever category and male students performed better in the medium and low achiever categories in the final exam. The survey responses indicated that male students were more satisfied than female students with the new teaching and learning approach. The four stages of the ADRI approach support students’ cognitive gains and engagement. The students’ retention was higher which supports students’ affective engagement in the IP course. Overall, both the female and male students appreciate the ADRI approach in the IP course.

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Authors and Affiliations

  1. Department of Information Technology, Buraimi University College, Al-Buraimi, Oman

    Sohail Iqbal Malik

  2. School of Information Technology, Deakin University, Geelong, Australia

    Jo Coldwell-Neilson

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  1. Sohail Iqbal Malik
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  2. Jo Coldwell-Neilson
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Correspondence to Sohail Iqbal Malik.

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Table 7 Programming Example based on the four stages of the ADRI approach
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Malik, S.I., Coldwell-Neilson, J. Gender differences in an introductory programming course: New teaching approach, students’ learning outcomes, and perceptions. Educ Inf Technol 23, 2453–2475 (2018). https://doi.org/10.1007/s10639-018-9725-3

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