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GENDER DIFFERENCE IN PERCEIVING ALGORITHMIC THINKING IN AN INTRODUCTORY PROGRAMMING COURSE

Algorithmic thinking is considered an important step towards learning to program for novice programmers. In this study, we developed and introduced a PROSOLVE game to enhance the algorithmic thinking skills of novice programmers in an introductory programming (IP) course. The game is based on pseudo code technique. Moreover, the game is web-based and it covers most of the teaching topics of IP course. A survey was conducted to collect students’ feedback. The mean values for each survey question were compared by gender. A T-test was performed to determine if there is any significant difference between the mean values of male and female students’ survey responses. The result shows that both female and male students appreciated the game-based learning in the teaching and learning process of the IP course. Male students perceived more positive responses compared to female students in most of the survey questions. However, female students perceived slightly more than male students that the game helped them in understanding the programming concepts and learning the problem solving skills. The result of T-test depicts that it is statistically significant because the p-value for equal variances assumed (.028) is less than p = 0.05. Overall, the game promotes algorithmic thinking and discourage programming shortcut (‘Problem statement → Codes’).