2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.

Presented at Track 6: Technical Session 1: Gendered Impacts of Code Critiquers on Self-Efficacy in First-Year Engineering Students.

Keywords: First-Year Engineering, Code Critiquer, Gender Differences, Educational Interventions.

This study evaluates the impact of WebTA, an automated code critiquing tool, on programming self-efficacy among 63 first-year engineering students enrolled in an introductory MATLAB programming course. WebTA provides immediate, formative feedback using a traffic-light system to reinforce good coding practices and address common errors. Students completed pre- and post-intervention assessments using the Computer Programming Self-Efficacy Scale (CPSES) and the Longitudinal Assessment of Engineering Self-Efficacy (LAESE) to measure changes in self-efficacy. Results revealed significant improvements in programming self-efficacy, particularly among female students, who showed larger gains across CPSES constructs compared to their male peers. However, no significant changes were observed in broader engineering self-efficacy as measured by LAESE. The findings suggest that WebTA effectively enhances programming self-efficacy, narrowing gender disparities, and highlights the potential of immediate feedback tools in promoting equitable outcomes in programming education. Future work should include control groups and diverse samples to further validate these results.

Authors

Mary Benjamin Michigan Technological University [biography]

PhD Student in the Dept. of Civil, Environmental, & Geospatial Engineering at Michigan Technological university.
Laura Albrant http://orcid.org/0009-0003-6721-0969 Michigan Technological University [biography]

After completing a bachelor's degree in computer science, Laura Albrant decided to challenge how she viewed software development, by switching departments. Currently working towards a master's degree in human factors at Michigan Technological University, Laura pursues interests on both sides of the fence through education research.
Dr. Michelle E Jarvie-Eggart P.E. http://orcid.org/0000-0002-6795-3899 Michigan Technological University [biography]

Dr. Jarvie-Eggart is a registered professional engineer with over a decade of experience as an environmental engineer. She is an Assistant Professor of Engineering Fundamentals at Michigan Technological University. Her research interests include technology adoption, problem based and service learning, and sustainability.
Dr. Leo C. Ureel II http://orcid.org/0000-0002-2214-5468 Michigan Technological University [biography]

Leo C. Ureel II is an Assistant Professor in Computer Science and in Cognitive and Learning Sciences at Michigan Technological University. He has worked extensively in the field of educational software development. His research interests include intelligent learning environments, computer science education, and Artificial Intelligence
Dr. Laura E Brown Michigan Technological University
Dr. Jon Sticklen http://orcid.org/0000-0003-1778-4027 Michigan Technological University [biography]

Jon Sticklen is an Associate Professor with the Engineering Fundamentals Department (EF) and Affiliated Faculty with the Department of Cognitive and Learning Sciences (CLS). He served as Chair of EF from 2014-2020, leading a successful effort to design a
Dr. AJ Hamlin Michigan Technological University [biography]

AJ Hamlin is a Principle Lecturer in the Department of Engineering Fundamentals at Michigan Technological University, where she teaches first-year engineering courses. Her research interests include engineering ethics, spatial visualization, and educatio

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on February 9, 2025, and to all visitors after the conference ends on February 11, 2025

« View session