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Gender and programming: What's going on?

Carter, Janet and Jenkins, Tony (1999) Gender and programming: What's going on? In: ITICSE '99: Proceedings of the 4th Annual SIGCSE/SIGCUE Conference on Innovation and Technology in Computer Science Education. ACM, New York, USA, pp. 1-4. ISBN 1-58113-087-2. (doi:10.1145/384267.305824) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided) (KAR id:17195)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1145/384267.305824

Abstract

The learning (and teaching) of programming in Higher Education is a perennial problem, and is the subject of much attention and innovation. One way in which the problem can be addressed is for instructors to investigate and thus better understand the ways in Which students learn to program. We present the results of investigations carried out at the Universities of Bent and Leeds into the ways in which gender influences the learning approach of students in programming. The research shows that gender is a significant factor in determining the way in which students approach learning to program. A better understanding of the issues raised would lead to more effective teaching and thus better learning.

Item Type: Book section
DOI/Identification number: 10.1145/384267.305824
Additional information: Issue 3
Uncontrolled keywords: Gender, programming
Subjects: Q Science > QA Mathematics (inc Computing science) > QA 75 Electronic computers. Computer science
Q Science > QA Mathematics (inc Computing science) > QA 76 Software, computer programming,
Divisions: Divisions > Division of Computing, Engineering and Mathematical Sciences > School of Computing
Depositing User: M. Nasiriavanaki
Date Deposited: 28 Jun 2009 16:28 UTC
Last Modified: 16 Feb 2021 12:28 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/17195 (The current URI for this page, for reference purposes)
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