Perception of Computer Programming in STEM Education in Colleges of Education in Ghana

Samuel Lucius Ali Mphil, University of Education, Winneba

Delali Kwasi Dake, University of Education, Winneba

Abstract

This paper analyzed student perception of computer programing in Science, Technology, Engineering,and Mathematics (STEM) education in Ghana. Using a convergent mixed-methods design, data was collected using questionnaires, interviews, and observations of 228 student-teachers and 18 tutors.

Quantitative findings showed significant differences in perceptions by gender and levels of education: male students showed more positive attitude than females, with improvements in the second and third year. Thematic analysis showed (1)high confidence and understanding among advanced students and(2) persistent challenges among lower-level learners. Also, sustained exposure and scaffolding improves student understanding, while lacking foundational support and gender barriers hinders participation.

Keywords:computer programming, gender, pedagogy, perception, STEM education