REVIEW OF RELATED LITERATURE

Hour of Code: A Study of Gender Differences in Computing

https://files.eric.ed.gov/fulltext/EJ1219536.pdf

According to Grand Valley State University Allendale (2019) Computer

programmers in the U.S. labor force are facing a shortage. Focusing on
recruiting females has the potential to address this shortage. Computing is a
male dominated field which provides an opportunity to recruit the other 50% of
the population, females, to fill the open positions. This work studies gender
differences in computer programming based on an Hour of Code tutorial.
Following a pre- and post-test design, this work demonstrates that males have
significantly more previous exposure to computer programming and are
significantly more interested in pursuing computer programming. Results also
indicate that females do equally as well or better in programming
comprehension. In one comprehension question following the tutorial, women
significantly outperformed men demonstrating that women may have a higher
aptitude for computer programming; however, they are underrepresented in
the job market. Based on our results, we suggest that more should be done in
early formative years to attract females into computer programming to aid in
filling the gap of the projected employment market.

Exploring Gender Differences in Coding at the Beginning of Primary

School
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.887280/full
According to Department of Developmental Psychology and Socialization,
University of Padova, Padova, Italy (2022) The gender gap in Computer
Science (CS) is widely documented worldwide. Only a few studies, however,
have investigated whether and how gender differences manifest early in the
learning of computing, at the beginning of primary school. Coding, seen as an
element of Computational Thinking, has entered the curriculum of primary
school education in several countries. As the early years of primary education
happen before gender stereotypes in CS are expected to be fully endorsed,
the opportunity to learn coding for boys and girls at that age might in principle
help reduce the gender gap later observed in CS education. Prior research
findings however suggest that an advantage for boys in coding tasks may
begin to emerge already since preschool or the early grades of primary
education. In the present study we explored whether the coding abilities of 1st
graders, at their first experience with coding, are affected by gender
differences, and whether their presence associates with gender differences in
executive functions (EF), i.e., response inhibition and planning skills. Earlier
research has shown strong association between children's coding abilities and
their EF, as well as the existence of gender differences in the maturation of
response inhibition and planning skills, but with an advantage for girls. In this
work we assessed the coding skills and response inhibition and planning skills
of 109 Italian first graders, 45 girls and 64 boys, before an introductory coding
course (pretest), when the children had no prior experience of coding. We
then repeated the assessment after the introductory coding course (posttest).
No statistically significant difference between girls and boys emerged at the
pretest, whereas an advantage in coding appeared for boys at the posttest.
Mediation analyses carried out to test the hypothesis of a mediation role of EF
on gender differences in coding show that the gender differences in coding
were not mediated by the children's EF (response inhibition or planning).
These results suggest that other factors must be accounted for to explain this
phenomenon. The different engagement of boys and girls in the coding
activities, and/or other motivational and sociocognitive variables, should be
explored in future studies.

Gender Differences in Learning Programming: An Analysis by Students‘

Perception
https://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-5-
issue-4/149-155.pdf
According to Department of Information Technology ATI Gampaha, SLIATE,
Sri Lanka (2021 ) In computer science, an expected outcome of a student’s
education is programming skill. Although the teacher
expects the students to master the programming language, there
is a doubt whether the student had achieved the teachers’
expectation. So it is desirable to get the students’ view point on
what they had achieved and what are the obstacles they come
across. Thus, this study aims at investigating the students’
perception towards programming and also whether the
perception varies based on gender. 241 students who studied the
subject Structured Programming at Sri Lanka Institute of
Advanced Technological Education had attended the survey.
Results show that although both male and female students
believe programming is important for future career there is a
strong gender affect in their perception on curricula and their
ability of programming. The male students outperform female
students in understanding the concepts, working in the
programming development environment and fixing bugs. Male
students find programming interesting and they tend to assist
female students. Although programming is a practical based
subject, both male and female students feel participating in
lectures help them to learn programming better. For attitudinal
change of female students and to enhance the performance of all
students, teachers can use tools like Alice, Scratch to better
visualize programs or techniques like pair programming, peer
instruction to enhance student collaboration. The results of this
study can be used as a base for future research on teaching
methodology for programming subjects. Examining relationship
between perception and performance will extend and expand the
findings.

LOCAL

Exploring the Programming Skills, Compensation, Gender, and

Experience of Software Engineers
http://apjeas.apjmr.com/wp-content/uploads/2020/09/APJEAS-
2020.7.4.2.08.pdf
Bicol State College of Applied Sciences and Technology, Naga City,
Philippines (2020 ) Exploring software engineering in the
world view describes it as a relevant profession for
the 21st century and jobs for the future where the
programming skills are needed to be updated,
compensation packages are competitive, gender
disparity is not anymore an issue and number of years
of experience is considered a factor to master the
required skills to become proficient. This article
reviewed some relevant websites like payscale, and
published research database like Google Scholar to
answer the objective on presenting the common
programming languages required by most countries,
the average world salary for software engineers,
gender break down for different countries under study
and the years of experience required for various
career levels. Results showed that the estimated
annual salary of software engineers in the world
average based on the 24 countries is US$36,078.68.
There is a large disparity between male (85%)
software engineers and females (15%) where the
Philippines has the highest percentage of females with
more than 20 percent while Italy has the lowest
percentage of less than 4 percent. Java, Java Script,
Structured Query Language (SQL), C#, and C++ are
considered the top programming languages as
required skills by most countries. Six (6) in every ten
(10) software engineers have early careers with 1-4
years of experience. The most common field of
specialization of majority of software engineers came
from computer science, based on the result of
reviewed websites, followed by the graduates of
mathematics and information technology. The demand
for software engineers and developers grows
continuously in every developed and developing
country making it one of the priority areas or field of
specializations that most countries would like to
strengthen in the labor market.

Analysis Of The Proficiency Skills Of B.S. Computer Science Students In

Cabanatuan City, Philippines: A Basis For Policy Formulation
http://www.ijstr.org/final-print/apr2020/Analysis-Of-The-Proficiency-
Skills-Of-Bs-Computer-Science-Students-In-Cabanatuan-City-
Philippines-A-Basis-For-Policy-Formulation.pdf

INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH

(2020 ) The main purpose of this study is to provide a framework for
enriching the existing Bachelor of Science in Computer Science (BSCS)
curriculum out of the results of the proficiency tests administered to student-
respondents in four higher education institutions (HEIs) in Cabanatuan City
and the feedback from the industry sector partners in Nueva Ecija regarding
the Information Technology (IT) skills needed in the workplace. Two major
areas of computer science, computer programming and system analysis and
design (SAD), were utilized as the focal point of the study. A descriptive
survey method was used using two sets of questionnaires with their
respective scoring rubrics and an employer survey form. Sixty-five senior
students taking BSCS from different HEIs in Cabanatuan City constituted the
respondents. Feedback regarding the technical IT proficiency skills needed
in the workplace was also solicited from forty-four industry sector partners in
Cabanatuan City, Nueva Ecija, Philippines. Industry sector partners
perceived the following technical IT skills needed in the workplace:
fundamental computer skills; administering computer networks;
troubleshooting and maintaining hardware and software; and writing,
administering, and implementing computer-based solutions. Least important
skills were recognizing technical interoperability; conducting research in
computer-related area; and performing other technical computer-related
skills such as creating design using AutoCAD, and setting up and producing
computer-generated accounting reports and the likes.