Measuring Parents’ Perceptions of Programming Education in P-12 Schools : Scale Development and Validation

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalNot applicablepeer-review

2 Scopus Citations
View graph of relations

Author(s)

Detail(s)

Original languageEnglish
Journal / PublicationJournal of Educational Computing Research
Publication statusE-pub ahead of print - 19 Jun 2018

Abstract

Schools around the globe increasingly realized the importance of technology and its application in the education system. To guarantee a successful educational innovation, schools seek out different parties for valuable opinions. Among them, parents are the important feedback providers, because their attitudes are influential on children’s academic performance. Moreover, their involvement and support are considered the key factor that facilitates an effective implementation of programming education at schools. This study aimed at developing and validating an instrument measuring parents’ perceptions of programming education among P-12 schools in Hong Kong. We propose that parents’ perceptions of programming education is a multidimensional construct which constitutes (a) understanding, (b) support, and (c) expectation. In total, 524 questionnaires were collected from the parents who attended programming workshops and seminars. Exploratory factor analysis shows evidence for the three-dimensional construct. Confirmatory factor analysis reconfirms the measurement structure. Implications of the study are discussed.

Research Area(s)

  • P-12 education, parents’ perceptions, programming education, scale development, scale validation

Bibliographic Note

Research Unit(s) information for this publication is provided by the author(s) concerned.