In EDS ansehen

Session 38: Decoding the Coding Problem: How Technical Phobias are Affecting our students

Gespeichert in:
Bibliographische Detailangaben
Titel: Session 38: Decoding the Coding Problem: How Technical Phobias are Affecting our students
Autoren: McCabe, Philippa, Burrell, Helen, Stamp, Kellyann
Quelle: Student Experience Proceedings; 2025: Students at the Heart Conference
Verlagsinformationen: Liverpool John Moores University
Publikationsjahr: 2025
Beschreibung: Session overview: Students in Computer Science and Mathematics learn programming as an essential element of their degree programmes – it is a pivotal skill. In Science, Technology, Engineering and Mathematics (STEM) subjects at 14-16 (GCSE age), the correlation between student attitudes to programming and success expectancy is well researched. In 2021, it was reported that there was an association between self-efficacy and understanding in the field of coding, and that females had lower self-efficacy than males. Research also indicates that girls generally have a less positive attitude to computer science than boys. Anecdotally, teaching across the entire undergraduate and postgraduate cohort in the HITS faculty indicates a negative bias towards coding, despite the necessity of the task across the entire STEM field. It is clear from this research that a negative attitude towards coding affects the outcomes of students, and disproportionately female students. A key finding in 2020 was that confidence in mathematics was the most strongly correlated variable with confidence in coding. Last year, McCabe and Burrell presented their work at the SATH conference which indicated that 40% of school children did not enjoy learning mathematics, the percentage of students passing their GCSE mathematics was declining and at LJMU 36.4% of students who did not like maths reported themselves as mathsphobic. It is clear from this research that opinions and exposure to subjects such as mathematics and programming have a huge impact on academic outcomes, and we aim to conduct a study to determine why Maths and Coding phobia exist, so that we can remove those barriers. Key learning points from this session: We believe that a key element in reducing phobias is educating the educators on why these phobias exist, and how we can tailor our teaching and material to circumvent some of the issues. Attending this session will enhance staff’s ability to effectively teach students in ways that can counterbalance any preconceived notions or ...
Publikationsart: article in journal/newspaper
Sprache: unknown
Relation: https://openjournals.ljmu.ac.uk/studentexp/article/view/3300
DOI: 10.24377/studentexp3300
Verfügbarkeit: https://openjournals.ljmu.ac.uk/studentexp/article/view/3300
https://doi.org/10.24377/studentexp3300
Rights: Copyright (c) 2025 Philippa McCabe, Helen Burrell, Kellyann Stamp ; http://creativecommons.org/licenses/by-nc-nd/4.0
Dokumentencode: edsbas.BC7DF26C
Datenbank: BASE
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://openjournals.ljmu.ac.uk/studentexp/article/view/3300#
    Name: EDS - BASE (s4221598)
    Category: fullText
    Text: View record from BASE
  – Url: https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=EBSCO&SrcAuth=EBSCO&DestApp=WOS&ServiceName=TransferToWoS&DestLinkType=GeneralSearchSummary&Func=Links&author=McCabe%20P
    Name: ISI
    Category: fullText
    Text: Nájsť tento článok vo Web of Science
    Icon: https://imagesrvr.epnet.com/ls/20docs.gif
    MouseOverText: Nájsť tento článok vo Web of Science
Header DbId: edsbas
DbLabel: BASE
An: edsbas.BC7DF26C
RelevancyScore: 1009
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 1009.3056640625
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Session 38: Decoding the Coding Problem: How Technical Phobias are Affecting our students
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22McCabe%2C+Philippa%22">McCabe, Philippa</searchLink><br /><searchLink fieldCode="AR" term="%22Burrell%2C+Helen%22">Burrell, Helen</searchLink><br /><searchLink fieldCode="AR" term="%22Stamp%2C+Kellyann%22">Stamp, Kellyann</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: Student Experience Proceedings; 2025: Students at the Heart Conference
– Name: Publisher
  Label: Publisher Information
  Group: PubInfo
  Data: Liverpool John Moores University
– Name: DatePubCY
  Label: Publication Year
  Group: Date
  Data: 2025
– Name: Abstract
  Label: Description
  Group: Ab
  Data: Session overview: Students in Computer Science and Mathematics learn programming as an essential element of their degree programmes – it is a pivotal skill. In Science, Technology, Engineering and Mathematics (STEM) subjects at 14-16 (GCSE age), the correlation between student attitudes to programming and success expectancy is well researched. In 2021, it was reported that there was an association between self-efficacy and understanding in the field of coding, and that females had lower self-efficacy than males. Research also indicates that girls generally have a less positive attitude to computer science than boys. Anecdotally, teaching across the entire undergraduate and postgraduate cohort in the HITS faculty indicates a negative bias towards coding, despite the necessity of the task across the entire STEM field. It is clear from this research that a negative attitude towards coding affects the outcomes of students, and disproportionately female students. A key finding in 2020 was that confidence in mathematics was the most strongly correlated variable with confidence in coding. Last year, McCabe and Burrell presented their work at the SATH conference which indicated that 40% of school children did not enjoy learning mathematics, the percentage of students passing their GCSE mathematics was declining and at LJMU 36.4% of students who did not like maths reported themselves as mathsphobic. It is clear from this research that opinions and exposure to subjects such as mathematics and programming have a huge impact on academic outcomes, and we aim to conduct a study to determine why Maths and Coding phobia exist, so that we can remove those barriers. Key learning points from this session: We believe that a key element in reducing phobias is educating the educators on why these phobias exist, and how we can tailor our teaching and material to circumvent some of the issues. Attending this session will enhance staff’s ability to effectively teach students in ways that can counterbalance any preconceived notions or ...
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: article in journal/newspaper
– Name: Language
  Label: Language
  Group: Lang
  Data: unknown
– Name: NoteTitleSource
  Label: Relation
  Group: SrcInfo
  Data: https://openjournals.ljmu.ac.uk/studentexp/article/view/3300
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.24377/studentexp3300
– Name: URL
  Label: Availability
  Group: URL
  Data: https://openjournals.ljmu.ac.uk/studentexp/article/view/3300<br />https://doi.org/10.24377/studentexp3300
– Name: Copyright
  Label: Rights
  Group: Cpyrght
  Data: Copyright (c) 2025 Philippa McCabe, Helen Burrell, Kellyann Stamp ; http://creativecommons.org/licenses/by-nc-nd/4.0
– Name: AN
  Label: Accession Number
  Group: ID
  Data: edsbas.BC7DF26C
PLink https://erproxy.cvtisr.sk/sfx/access?url=https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsbas&AN=edsbas.BC7DF26C
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.24377/studentexp3300
    Languages:
      – Text: unknown
    Titles:
      – TitleFull: Session 38: Decoding the Coding Problem: How Technical Phobias are Affecting our students
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: McCabe, Philippa
      – PersonEntity:
          Name:
            NameFull: Burrell, Helen
      – PersonEntity:
          Name:
            NameFull: Stamp, Kellyann
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-locals
              Value: edsbas
            – Type: issn-locals
              Value: edsbas.oa
          Titles:
            – TitleFull: Student Experience Proceedings; 2025: Students at the Heart Conference
              Type: main
ResultId 1