School perceptions of coding education in K-12: A large scale quantitative study to inform innovative practices

Ka Wai Gary WONG, Ho Yin Haoran CHEUNG, Edwin C. C. CHING, John M. H. HUEN

Research output: Chapter in Book/Report/Conference proceedingChapters

21 Citations (Scopus)

Abstract

Teaching students how to code in K-12 classrooms is considered as one of the major keys to promoting engineering education in the future, which can potentially enhance the competency and computational skills of students to adhere better learning outcomes in higher education. The success of promoting coding education or integrating it into school curriculum depends on the perceptions of teachers and headmasters in schools, and how well they believe on coding education and prepare for the innovative teaching and learning. In this exploratory research study, it reports the results of a large-scale quantitative questionnaire surveying 42 primary and secondary schools (n = 42) in Hong Kong, where computer programming has not been regulated as a compulsory course in K-12 curriculum. The questionnaire aims to investigate the school belief on coding education and their practical challenges while integrating it into their regular school curriculum. Our results show that there is a trend in the local schools promoting coding education with positive perceptions on teaching and learning. However, teaching challenges are also mentioned in the survey waiting for solutions, such as lack of teachers training and unified curriculum. Therefore, the empirical experiences of these schools have set forth the future research direction in design and implementation of coding education in K-12 classrooms not only in Hong Kong but also in the globe. Copyright © 2015 by the Institute of Electrical and Electronics Engineers, Inc. All rights reserved.

Original languageEnglish
Title of host publicationProceedings of IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE2015)
Place of PublicationDanvers, MA
PublisherIEEE
Pages5-10
ISBN (Electronic)9781467392266
DOIs
Publication statusPublished - 2016

Citation

Wong, G. K. W., Cheung, H. Y., Ching, E. C. C., & Huen, J. M. H. (2016). School perceptions of coding education in K-12: A large scale quantitative study to inform innovative practices. In Proceedings of IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE2015) (pp. 5-10). Danvers, MA: IEEE.

Fingerprint

Dive into the research topics of 'School perceptions of coding education in K-12: A large scale quantitative study to inform innovative practices'. Together they form a unique fingerprint.