data_survey_codeNstitch

During the Code'n'Stitch project, a total of 229 students (123 girls and 106 boys) aged between 10 and 14 participated in the questionnaire. The questionnaires were collected only in Cycle 1. Some problems were also encountered during the first cycle. For example, the pre-and post-project questionnaires were filled out differently per class. Some students filled out both questionnaires as planned (n=110), others only the pre-questionnaire (n=51), and still others only the post-questionnaire (n=55). (14 pupils accordingly did not fill in either questionnaire.)  The questionnaire was mainly used to ask about intrinsic motivators considered important for girls in computer science (Spieler et al., 2020), such as interest, self-efficacy, sense of belonging, and fun. A 4-point Likert scale was used to measure the variables (Sullivan and Artino, 2013). The “4 Likert Scale” refers to 1: strongly disagree, 2: disagree, 3: agree and 4: strongly agree. The questions have been developed on the basis of literature by Schwarzer Jerusalem (Schwarzer and Jerusalem, 1995), the CATS Attitude Scale Items (Krieger et al., 2015), and other research (Li and Watson, 2011). No questions have been asked that could foster stereotype threats, as proposed (Krieger et al., 2015), e.g., “Girls can do technology as well as boys.”To demand their attention, it is recommended to use no neutral value and counter questions, e.g., Coding is interesting — Coding is boring (McLeod, 2008). Thus, it is not always “the higher, the better.” Furthermore, prior knowledge of programming was inquired about only in the pre-questionnaire, and their experiences during the workshops only in the post-questionnaire (Mabe and West, 1982). The pre-questionnaire had one more question about pupils’ programming experiences, and the post-questionnaire contained two more questions. All questions are listed in the second tab of the sheet