Identificador: imarina:6412539
Autores:
Esteve Gonzalez, Vanessa / Usart Rodríguez, Mireia
Resumen:
This research project studies primary school pupils’ feedback and performance in an introductory lesson to Scratch Programming Language. Two questionnaires were created, studied in terms of reliability and distributed to gather feedback on the Scratch introductory lesson and collect background information on the participants. To get more insight into pupils’ feedback, focus group discussions were carried out while, pupils’ performance in every lesson part was tracked through an evaluation report. The data collected show that the pupils enjoyed the lesson, liked Scratch interface, valued the learning outcomes of the session and performed well in all three parts of the lesson. Interestingly, it was observed that female participants achieved slightly higher scores than male participants, however, they considered all Scratch lesson parts less easy and fun than males did. This could suggest that females tend to underestimate their programming skills- they feel less confident about programming and this implies the existence of a confidence gender gap in programming skills.
Repositori URV