Uneven Achievement in a Constructionist Learning Environment
Amy S. Bruckman, Elizabeth J. Edwards, Jason Elliott, Carlos Jensen · Psychology Press eBooks · 2013
Noting the heavy gender bias with previous programming experience, we examined whether programming achievement on MOOSE Crossing is directly related to gender (Table 2). While the boys had a higher mean programming score (1.63 boys, 1.04 girls) and a higher median score (1 boys, 0 girls), the curves for both boys and girls have the same approximate shape as the composite (Figure 4) The slightly higher performance of the boys may be explained by their prior programming experience and slightly higher time on task, but these differences are not significant. Our data indicates that gender does not affect the kids&s; level of achievement or involvement (p>0.05 (Mann-Whitney Test for programming scores and non-pooled T-Test for involvement)).