The Effect of Robotics and Coding Education on Girls’ STEM Motivation, Attitude and Career Aspirations
STEM education aims to develop 21st-century skills, support economic growth and promote gender equality in STEM fields. It is known that gender stereotypes play a significant role in the formation of STEM identity. The most important factor preventing some high school-level female students from purs...
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01.09.2025
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| Abstract | STEM education aims to develop 21st-century skills, support economic growth and promote gender equality in STEM fields. It is known that gender stereotypes play a significant role in the formation of STEM identity. The most important factor preventing some high school-level female students from pursuing STEM careers is their lack of participation in STEM activities. Female students in high schools have limited opportunities to explore or learn about STEM careers due to the emphasis on verbal and religious courses in their curriculum. However, it is known that women can work more autonomously in scientific activities compared to men. The current study examines the effect of robotics and coding education on the development of girls’ STEM careers. The study was conducted at an all-girls high school in Turkey, where the curriculum is predominantly centered on verbal and religious subjects. In the study, a pre-test and post-test experimental design with control group was used. A total of 76 volunteer female students (34 in the experimental group and 42 in the control group) participated in robotics and coding education over a period of 12 weeks. The data were collected using the validated STEM career, motivation and attitude scales and analyzed using t-tests, ANOVA and Pearson correlation. The findings revealed that robotics and coding training significantly improved the participants’ STEM career aspirations, attitudes and motivations. A strong positive correlation was found between career interest, attitude and motivation. The study also showed that STEM career scores are significantly higher among students who wish to become teachers compared to those considering a career in the fields of health or engineering. However, no significant correlation was found between the participants’ parents’ education levels, family income and STEM career aspirations.
Plain language summary
How Robotics and Coding Help High School Girls Become More Interested in Science, Technology, and Future Careers
This study explores how learning robotics and coding can help high school girls become more interested in science, technology, engineering, and math—often called STEM. The research took place in a girls-only high school in Turkey, where students usually focus on religious and humanities subjects. Because of this, they often have little chance to learn about or explore STEM topics. A group of students joined a 12-week robotics and coding program, while another group continued with their regular classes. Before and after the program, both groups completed surveys that measured their interest, motivation, and attitudes toward STEM and future careers. The results showed that the girls who participated in the robotics and coding activities became more motivated, had more positive attitudes, and showed greater interest in STEM careers compared to those who did not join the program. Interestingly, students who said they wanted to become teachers had the highest increase in interest toward STEM careers. The study also found that a student’s family income or parents’ education level did not make a difference in how much they improved. This research shows that even in schools where STEM is not normally taught, hands-on activities like coding and robotics can help girls discover new interests and build confidence in areas like science and technology. It suggests that giving all students—especially girls—access to fun and practical STEM experiences can help close the gender gap and open new career paths. |
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| AbstractList | STEM education aims to develop 21st-century skills, support economic growth and promote gender equality in STEM fields. It is known that gender stereotypes play a significant role in the formation of STEM identity. The most important factor preventing some high school-level female students from pursuing STEM careers is their lack of participation in STEM activities. Female students in high schools have limited opportunities to explore or learn about STEM careers due to the emphasis on verbal and religious courses in their curriculum. However, it is known that women can work more autonomously in scientific activities compared to men. The current study examines the effect of robotics and coding education on the development of girls’ STEM careers. The study was conducted at an all-girls high school in Turkey, where the curriculum is predominantly centered on verbal and religious subjects. In the study, a pre-test and post-test experimental design with control group was used. A total of 76 volunteer female students (34 in the experimental group and 42 in the control group) participated in robotics and coding education over a period of 12 weeks. The data were collected using the validated STEM career, motivation and attitude scales and analyzed using t -tests, ANOVA and Pearson correlation. The findings revealed that robotics and coding training significantly improved the participants’ STEM career aspirations, attitudes and motivations. A strong positive correlation was found between career interest, attitude and motivation. The study also showed that STEM career scores are significantly higher among students who wish to become teachers compared to those considering a career in the fields of health or engineering. However, no significant correlation was found between the participants’ parents’ education levels, family income and STEM career aspirations.
How Robotics and Coding Help High School Girls Become More Interested in Science, Technology, and Future Careers
This study explores how learning robotics and coding can help high school girls become more interested in science, technology, engineering, and math—often called STEM. The research took place in a girls-only high school in Turkey, where students usually focus on religious and humanities subjects. Because of this, they often have little chance to learn about or explore STEM topics. A group of students joined a 12-week robotics and coding program, while another group continued with their regular classes. Before and after the program, both groups completed surveys that measured their interest, motivation, and attitudes toward STEM and future careers. The results showed that the girls who participated in the robotics and coding activities became more motivated, had more positive attitudes, and showed greater interest in STEM careers compared to those who did not join the program. Interestingly, students who said they wanted to become teachers had the highest increase in interest toward STEM careers. The study also found that a student’s family income or parents’ education level did not make a difference in how much they improved. This research shows that even in schools where STEM is not normally taught, hands-on activities like coding and robotics can help girls discover new interests and build confidence in areas like science and technology. It suggests that giving all students—especially girls—access to fun and practical STEM experiences can help close the gender gap and open new career paths. STEM education aims to develop 21st-century skills, support economic growth and promote gender equality in STEM fields. It is known that gender stereotypes play a significant role in the formation of STEM identity. The most important factor preventing some high school-level female students from pursuing STEM careers is their lack of participation in STEM activities. Female students in high schools have limited opportunities to explore or learn about STEM careers due to the emphasis on verbal and religious courses in their curriculum. However, it is known that women can work more autonomously in scientific activities compared to men. The current study examines the effect of robotics and coding education on the development of girls’ STEM careers. The study was conducted at an all-girls high school in Turkey, where the curriculum is predominantly centered on verbal and religious subjects. In the study, a pre-test and post-test experimental design with control group was used. A total of 76 volunteer female students (34 in the experimental group and 42 in the control group) participated in robotics and coding education over a period of 12 weeks. The data were collected using the validated STEM career, motivation and attitude scales and analyzed using t-tests, ANOVA and Pearson correlation. The findings revealed that robotics and coding training significantly improved the participants’ STEM career aspirations, attitudes and motivations. A strong positive correlation was found between career interest, attitude and motivation. The study also showed that STEM career scores are significantly higher among students who wish to become teachers compared to those considering a career in the fields of health or engineering. However, no significant correlation was found between the participants’ parents’ education levels, family income and STEM career aspirations. STEM education aims to develop 21st-century skills, support economic growth and promote gender equality in STEM fields. It is known that gender stereotypes play a significant role in the formation of STEM identity. The most important factor preventing some high school-level female students from pursuing STEM careers is their lack of participation in STEM activities. Female students in high schools have limited opportunities to explore or learn about STEM careers due to the emphasis on verbal and religious courses in their curriculum. However, it is known that women can work more autonomously in scientific activities compared to men. The current study examines the effect of robotics and coding education on the development of girls’ STEM careers. The study was conducted at an all-girls high school in Turkey, where the curriculum is predominantly centered on verbal and religious subjects. In the study, a pre-test and post-test experimental design with control group was used. A total of 76 volunteer female students (34 in the experimental group and 42 in the control group) participated in robotics and coding education over a period of 12 weeks. The data were collected using the validated STEM career, motivation and attitude scales and analyzed using t-tests, ANOVA and Pearson correlation. The findings revealed that robotics and coding training significantly improved the participants’ STEM career aspirations, attitudes and motivations. A strong positive correlation was found between career interest, attitude and motivation. The study also showed that STEM career scores are significantly higher among students who wish to become teachers compared to those considering a career in the fields of health or engineering. However, no significant correlation was found between the participants’ parents’ education levels, family income and STEM career aspirations. Plain language summary How Robotics and Coding Help High School Girls Become More Interested in Science, Technology, and Future Careers This study explores how learning robotics and coding can help high school girls become more interested in science, technology, engineering, and math—often called STEM. The research took place in a girls-only high school in Turkey, where students usually focus on religious and humanities subjects. Because of this, they often have little chance to learn about or explore STEM topics. A group of students joined a 12-week robotics and coding program, while another group continued with their regular classes. Before and after the program, both groups completed surveys that measured their interest, motivation, and attitudes toward STEM and future careers. The results showed that the girls who participated in the robotics and coding activities became more motivated, had more positive attitudes, and showed greater interest in STEM careers compared to those who did not join the program. Interestingly, students who said they wanted to become teachers had the highest increase in interest toward STEM careers. The study also found that a student’s family income or parents’ education level did not make a difference in how much they improved. This research shows that even in schools where STEM is not normally taught, hands-on activities like coding and robotics can help girls discover new interests and build confidence in areas like science and technology. It suggests that giving all students—especially girls—access to fun and practical STEM experiences can help close the gender gap and open new career paths. |
| Author | Dönmez, İsmail Saritaş, Turgut Uçar, Semih Gülen, Salih Eke, Emrah Aslantaş, Miyase Şengönül, Fatma Betül Sukenari, Ömer |
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| Keywords | robotics and coding STEM attitude STEM career female STEM motivation |
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| Title | The Effect of Robotics and Coding Education on Girls’ STEM Motivation, Attitude and Career Aspirations |
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