The Effect of Robotics and Coding Education on Girls' STEM Motivation, Attitude and Career Aspirations

Abstract

STEM education aims to develop 21st-century skills, support economic growth and promote gender equality in STEM fields. It is known that gender stereotypes play a significant role in the formation of STEM identity. The most important factor preventing some high school-level female students from pursuing STEM careers is their lack of participation in STEM activities. Female students in high schools have limited opportunities to explore or learn about STEM careers due to the emphasis on verbal and religious courses in their curriculum. However, it is known that women can work more autonomously in scientific activities compared to men. The current study examines the effect of robotics and coding education on the development of girls' STEM careers. The study was conducted at an all-girls high school in Turkey, where the curriculum is predominantly centered on verbal and religious subjects. In the study, a pre-test and post-test experimental design with control group was used. A total of 76 volunteer female students (34 in the experimental group and 42 in the control group) participated in robotics and coding education over a period of 12 weeks. The data were collected using the validated STEM career, motivation and attitude scales and analyzed using t-tests, ANOVA and Pearson correlation. The findings revealed that robotics and coding training significantly improved the participants' STEM career aspirations, attitudes and motivations. A strong positive correlation was found between career interest, attitude and motivation. The study also showed that STEM career scores are significantly higher among students who wish to become teachers compared to those considering a career in the fields of health or engineering. However, no significant correlation was found between the participants' parents' education levels, family income and STEM career aspirations.