Exploring young students’ attitude towards coding and its relationship with STEM career interest

Abstract This paper presents findings of an investigation on students’ attitudes towards coding and its relationship with interest in STEM-related careers. A concurrent mixed-method research design involving a pre-intervention-intervention-post-intervention non-equivalent control group was adopted. A sample of 50 grade seven to nine South African students (21 male and 29 female) from Township schools in Johannesburg, South Africa, participated. Quantitative data was gathered using the elementary students’ coding attitude survey and STEM Career Interest survey, while qualitative data was collected through a focus group interview. Interview data was analysed using content analysis, and quantitative data was analysed using multiple correlation analysis and standardized regression coefficients (β). It was found that students’ attitude towards coding was generally positive. A number of correlations between students’ attitude and their STEM career interests were significant at p  < .05. Results also revealed that students’ attitudes in terms of coding confidence, coding interest, the social value of coding and perceptions of coders were found to be significant predictors of their interest in a STEM occupation. Based on this, it is argued that encouraging a positive attitude toward coding in students and increasing their self-efficacy can reinforce STEM learning and increase students’ interest in STEM occupations.