Exploring Gender Differences in Computational Thinking Among K-12 Students: A Meta-Analysis Investigating Influential Factors

IF 4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational Computing Research Pub Date : 2024-04-04 DOI:10.1177/07356331241240670
Linlin Hu
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Abstract

This study employs meta-analysis to synthesize findings from 30 articles investigating gender differences in computational thinking (CT) among K-12 students. Encompassing 51 independent effect sizes, the meta-analysis involves a participant pool of 9181 individuals from various countries, comprising 4254 males and 4927 females. Results indicate statistically significant gender differences in CT (Hedges’s g = 0.091, p < .05), albeit with a modest effect size, revealing higher CT scores among males compared to females. Further moderation analyses unveil the multifaceted nature of these gender differences. Specifically, while gender differences become significant during high school, recent studies suggest a gradual reduction in CT gender differences with societal progress among K-12 students. Moreover, findings illustrate variations in gender differences across geographical regions. Notably, while the overall gender disparity in CT is non-significant in the “East Asia and Pacific” region, it widens in “North America” and “Europe”, with males scoring higher than females. Conversely, in “Europe and Central Asia”, such gender differences present inconsistent outcomes, with females scoring higher than males. Importantly, assessment tool type does not significantly influence gender differences. Lastly, this study offers recommendations to address CT gender gaps, providing valuable insights for promoting gender equality in education.
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探索 K-12 学生计算思维中的性别差异:调查影响因素的元分析
本研究采用荟萃分析法,综合了 30 篇研究 K-12 学生计算思维(CT)性别差异的文章的研究结果。荟萃分析包括 51 个独立效应大小,涉及来自不同国家的 9181 名参与者,其中男性 4254 人,女性 4927 人。结果表明,尽管效应大小适中,但在 CT 方面存在明显的性别差异(Hedges's g = 0.091, p <.05),男性的 CT 分数高于女性。进一步的调节分析揭示了这些性别差异的多面性。具体来说,虽然性别差异在高中阶段变得显著,但最近的研究表明,随着社会的进步,K-12 学生的 CT 性别差异会逐渐缩小。此外,研究结果还显示了不同地理区域的性别差异。值得注意的是,虽然在 "东亚和太平洋 "地区,CT 的总体性别差异并不显著,但在 "北美 "和 "欧洲 "地区,性别差异有所扩大,男性得分高于女性。相反,在 "欧洲和中亚",这种性别差异呈现出不一致的结果,女性得分高于男性。重要的是,评估工具的类型对性别差异没有显著影响。最后,本研究提出了解决 CT 性别差距的建议,为促进教育领域的性别平等提供了宝贵的见解。
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来源期刊
Journal of Educational Computing Research
Journal of Educational Computing Research EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.90
自引率
6.20%
发文量
69
期刊介绍: The goal of this Journal is to provide an international scholarly publication forum for peer-reviewed interdisciplinary research into the applications, effects, and implications of computer-based education. The Journal features articles useful for practitioners and theorists alike. The terms "education" and "computing" are viewed broadly. “Education” refers to the use of computer-based technologies at all levels of the formal education system, business and industry, home-schooling, lifelong learning, and unintentional learning environments. “Computing” refers to all forms of computer applications and innovations - both hardware and software. For example, this could range from mobile and ubiquitous computing to immersive 3D simulations and games to computing-enhanced virtual learning environments.
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