Quantitative responses and demographic data for barriers to coding project

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)

一项综合方法研究，旨在探讨与本科生在进入大学学习物理前编程学习经历（或缺乏此类经历）相关的潜在障碍与驱动因素。本研究的基础背景是，英国所有获得认可的物理课程均需在其课程体系中教授至少一种编程语言。这一要求可能导致或加剧了有机会在进入大学之前（通过学校、家庭成员或当地俱乐部）学习编程的学生与那些没有此类机会的学生之间的成就差距。本研究通过向5所英国机构发送的调查问卷采用了一种综合方法，问卷中包含了量表和开放式问题。第一个问题区分了受访者之间的先前经验与无先前经验，以便研究这两组之间的差异。此外，还收集了人口统计学信息，以调查性别和/或种族对编程经验可能产生的影响。Sheffield大学已获得伦理批准（参考编号030865）。