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Igniting curiosity and challenge: Investigating effective programming pedagogies for Year 10 Girls
Kawa, Komal
Kawa, Komal
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Date
2025
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: The study originates from the researcher's experience in leading Computer Science education in various educational settings, particularly focusing on increasing female participation in computing. Evidence shows that a gender gap persists in Computer Science, attributed to factors such as early stereotypes, limited access to computing, and a lack of female role models. The research is situated in an all-girls independent school context and aims to explore effective programming pedagogies to enhance engagement and confidence among Year 10 girls.
Aims: The primary aim of this study is to investigate how three distinct programming pedagogies can foster curiosity, resilience, and sustained enjoyment in programming among female students. It seeks to provide data-driven insights that can inform more inclusive practices in GCSE Computer Science teaching, especially concerning gender dynamics.
Methods: The study implemented a twelve-week intervention involving three programming pedagogies: theory-led instruction, independent practical tutorials, and the PRIMM methodology (Predict, Run, Investigate, Modify, Make). Data was collected through pre- and post-questionnaires assessing students' curiosity, confidence, and perceived challenges, alongside teacher observations and an analysis of student work. This mixed-methods approach aimed to evaluate the effectiveness of each pedagogical strategy in enhancing students' engagement and understanding of programming.
Findings: The results indicated that students lacked confidence in programming before the intervention, viewing it as merely a set of rules. Post-intervention feedback revealed a marked increase in confidence, with students articulating their understanding of coding concepts more effectively. Specific pedagogical choices, such as starting with theoretical foundations and gradually promoting independent learning, were identified as impactful in fostering a deeper understanding of computational thinking.
Implications: The study provides insights into how structured teaching approaches and gradated independence can positively influence female students' engagement in programming. Other educators may learn the value of explicitly teaching computational thinking and using multimodal instructional strategies to cater to varied learning preferences, potentially contributing to narrowing the gender gap in Computer Science education.
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Keywords
computing education, programming pedagogies, PRIMM framework, computational thinking, coding, gender differences, female learner engagement