Little research has been conducted to understand the role that parents play in children learning to code even though coding has become a necessary skill for students to successfully study STEM (Science, Technology, Engineering, Math) subjects. After identifying five factors that would influence parental perceptions, we developed a survey and administered it to parents of elementary aged children. We validated the survey using a confirmatory factor analysis and structural equation modeling. To be considered valid, factors needed to meet three of the following four fit statistics: RSMEA < 0.08, SRMR < 0.08, CFI > 0.9, TLI > 0.9. Items needed to have a factor loading > 0.3 with a significance of < 0.05. The results confirmed two factors, Parent & Child Interaction with Technology and Parents' Attitudes Towards Coding and Gender. The parent's coding experience and age, child coding experience, and living in the Western United States are significant in predicting the Parent & Child Interaction with Technology factor. The child's grade level and experience coding and living in a suburban area in the Western United States are significant in predicting the Parents' Attitudes Towards Coding and Gender factor. Although these factors proved significant, difficulties with the data make the model limited and additional revisions to the survey are needed. The revised survey will need to be administered again to validate a more robust model.
College and Department
David O. McKay School of Education; Instructional Psychology and Technology
BYU ScholarsArchive Citation
Daniel, David, "Parental Perceptions of Elementary Aged Children Learning to Code" (2022). Theses and Dissertations. 9390.
coding, computation, parent participation, parent attitudes, gender bias, STEM education