Motivating girls in computational thinking: Insights from primary education research

Abstract

This conference paper explores the research methods and preliminary findings of a research focused on understanding primary school girls' motivation in Computational Thinking (CT). By analysing current literature, the scope of the research, and emerging data, the research sheds light on strategies to bridge persistent gender gaps in Computer Science (CS) and CT education.

The literature highlights the ongoing underrepresentation of females in CS and CT fields, advocating for early interventions that frame computing as enjoyable, hands-on and supported by relatable role models. Addressing these gaps, this research employs a three-phase Design-Based Research methodology within a New Zealand primary school. Data collection includes focus groups with both teachers and female students, observations and Likert scale surveys to examine motivational factors during CT activities.

The research methods and initial findings from the research are shared, revealing how teachers’ pedagogical choices, including authentic Technology practice and collaboration activities impact girls’ motivation. These insights contribute to a broader understanding of how to foster gender equity in STEM education by creating more inclusive and motivating environments for younger learners.