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Quantitative responses and demographic data for barriers to coding project

dataset
posted on 2024-06-23, 23:17 authored by Matthew MearsMatthew Mears, Mark QuinnMark Quinn

A mixed methods study investigating potential barriers and drivers amongst undergraduate physics students linked to their prior experience (or lack of) with learning to code before coming to university to study.

The context underpinning this work is that all accredited physics programmes in the UK are required to teach at least one coding language as part of their curriculum. This requirement could introduce or widen the attainment gap between students who have the opportunity to learn to code prior to attending university (via school, family members or local clubs) and those who do not.

This study adopted a mixed methods approach via a survey sent to 5 UK institutions containing scale and free text questions. The first question differentiated respondents between Prior experience and No Prior experience, allowing for differences between these groups to be investigated. Demographic information was also collected to investigate potential gender and/or ethnicity effects on coding experience.

Ethical approval was obtained at the University of Sheffield (Reference Number 030865)

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    Department of Physics and Astronomy

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