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Primary school teachers' attitudes toward visual block programming: differences by sex and age.

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Title: Primary school teachers' attitudes toward visual block programming: differences by sex and age.
Alternate Title: Actitudes de los docentes de primaria hacia la programación visual por bloques: diferencias por sexo y edad.
Authors: González-Cervera, Ana1,2 amgonzalez@comillas.edu, Martín-Carrasquilla, Olga1,2, González-Arechavala, Yolanda1,2,3
Source: Educación XX1. 2026, Vol. 29 Issue 1, p177-197. 21p.
Subject Terms: *Computational thinking, *Primary school teachers, *Teacher training, *Age differences, Visual programming (Computer science), Self-efficacy, Social attitudes, Gender differences (Psychology)
Geographic Terms: Spain
Abstract (English): In the current era of artificial intelligence, the teaching of programming has become more relevant in the primary school primary curriculum, especially through Visual Block Programming as a tool for developing Computational Thinking. This study analyses the attitudes of primary school teachers towards Visual Block Programming and examines possible differences according to sex and age. The research adopted a non-experimental cross-sectional design with a quantitative approach. A scale with three dimensions (Selfefficacy, Relevance, and Interest) was applied, and its structure was confirmed through a Confirmatory Factor Analysis. The sample consisted of 492 primary school teachers in Spain. Descriptive analyses and statistical tests such as Student's t-test, one-way ANOVA and Pearson's correlation were used, using IBM SPSS and Jamovi for data processing. When parametric assumptions were not met, non-parametric methods were applied. The results indicate that primary school teachers show a moderate overall attitude towards Visual Block Programming (3.18), with high perceived relevance (3.65) and interest (3.33), but low self-efficacy (2.54). Male teachers have significantly higher self-efficacy than their female counterparts, although both sexes share the perception of the educational value of Visual Block Programming. In addition, younger teachers (22-30 years) show greater confidence in their ability to teach it, while age does not influence relevance and interest. These findings underline the need to implement differentiated training programmes that reinforce selfefficacy in older teachers and reduce the sex gap, promoting a more inclusive and effective integration of Visual Block Programming in primary education. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): En la era actual de la inteligencia artificial, la enseñanza de la programación ha cobrado una mayor relevancia en el currículo educativo de Primaria, especialmente a través de la Programación Visual por Bloques como herramienta para desarrollar el Pensamiento Computacional. Este estudio analiza las actitudes de los docentes de Primaria hacia la Programación Visual por Bloques y examina posibles diferencias según sexo y edad. La investigación adoptó un diseño transversal no experimental con enfoque cuantitativo. Se aplicó una escala con tres dimensiones (Autoeficacia, Relevancia e Interés), cuya estructura fue confirmada mediante un análisis factorial confirmatorio. La muestra estuvo compuesta por 492 docentes de Educación Primaria en España. Se emplearon análisis descriptivos y pruebas estadísticas como t de Student, ANOVA unidireccional y correlación de Pearson, utilizando IBM SPSS y Jamovi para el procesamiento de datos. Cuando no se cumplieron los supuestos paramétricos, se aplicaron métodos no paramétricos. Los resultados indican que los docentes de Primaria muestran una actitud total moderada hacia la Programación Visual por Bloques (3.18), con alta percepción de relevancia (3.65) e interés (3.33), pero baja autoeficacia (2.54). Los docentes varones presentan una autoeficacia significativamente mayor que sus compañeras, aunque ambos sexos comparten la percepción del valor educativo de la Programación Visual por Bloques. Además, los docentes más jóvenes (22-30 años) muestran mayor confianza en su capacidad para enseñarla, mientras que la edad no influye en la relevancia e interés. Estos hallazgos subrayan la necesidad de implementar programas de formación diferenciados que refuercen la autoeficacia en docentes mayores y reduzcan la brecha de sexo, promoviendo una integración más inclusiva y efectiva de la Programación Visual por Bloques en la Educación Primaria. [ABSTRACT FROM AUTHOR]
Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Primary school teachers' attitudes toward visual block programming: differences by sex and age.
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  Data: Actitudes de los docentes de primaria hacia la programación visual por bloques: diferencias por sexo y edad.
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  Data: <searchLink fieldCode="AR" term="%22González-Cervera%2C+Ana%22">González-Cervera, Ana</searchLink><relatesTo>1,2</relatesTo><i> amgonzalez@comillas.edu</i><br /><searchLink fieldCode="AR" term="%22Martín-Carrasquilla%2C+Olga%22">Martín-Carrasquilla, Olga</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22González-Arechavala%2C+Yolanda%22">González-Arechavala, Yolanda</searchLink><relatesTo>1,2,3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Educación+XX1%22">Educación XX1</searchLink>. 2026, Vol. 29 Issue 1, p177-197. 21p.
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  Data: *<searchLink fieldCode="DE" term="%22Computational+thinking%22">Computational thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+school+teachers%22">Primary school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Age+differences%22">Age differences</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+programming+%28Computer+science%29%22">Visual programming (Computer science)</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Social+attitudes%22">Social attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Psychology%29%22">Gender differences (Psychology)</searchLink>
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– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: In the current era of artificial intelligence, the teaching of programming has become more relevant in the primary school primary curriculum, especially through Visual Block Programming as a tool for developing Computational Thinking. This study analyses the attitudes of primary school teachers towards Visual Block Programming and examines possible differences according to sex and age. The research adopted a non-experimental cross-sectional design with a quantitative approach. A scale with three dimensions (Selfefficacy, Relevance, and Interest) was applied, and its structure was confirmed through a Confirmatory Factor Analysis. The sample consisted of 492 primary school teachers in Spain. Descriptive analyses and statistical tests such as Student's t-test, one-way ANOVA and Pearson's correlation were used, using IBM SPSS and Jamovi for data processing. When parametric assumptions were not met, non-parametric methods were applied. The results indicate that primary school teachers show a moderate overall attitude towards Visual Block Programming (3.18), with high perceived relevance (3.65) and interest (3.33), but low self-efficacy (2.54). Male teachers have significantly higher self-efficacy than their female counterparts, although both sexes share the perception of the educational value of Visual Block Programming. In addition, younger teachers (22-30 years) show greater confidence in their ability to teach it, while age does not influence relevance and interest. These findings underline the need to implement differentiated training programmes that reinforce selfefficacy in older teachers and reduce the sex gap, promoting a more inclusive and effective integration of Visual Block Programming in primary education. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: En la era actual de la inteligencia artificial, la enseñanza de la programación ha cobrado una mayor relevancia en el currículo educativo de Primaria, especialmente a través de la Programación Visual por Bloques como herramienta para desarrollar el Pensamiento Computacional. Este estudio analiza las actitudes de los docentes de Primaria hacia la Programación Visual por Bloques y examina posibles diferencias según sexo y edad. La investigación adoptó un diseño transversal no experimental con enfoque cuantitativo. Se aplicó una escala con tres dimensiones (Autoeficacia, Relevancia e Interés), cuya estructura fue confirmada mediante un análisis factorial confirmatorio. La muestra estuvo compuesta por 492 docentes de Educación Primaria en España. Se emplearon análisis descriptivos y pruebas estadísticas como t de Student, ANOVA unidireccional y correlación de Pearson, utilizando IBM SPSS y Jamovi para el procesamiento de datos. Cuando no se cumplieron los supuestos paramétricos, se aplicaron métodos no paramétricos. Los resultados indican que los docentes de Primaria muestran una actitud total moderada hacia la Programación Visual por Bloques (3.18), con alta percepción de relevancia (3.65) e interés (3.33), pero baja autoeficacia (2.54). Los docentes varones presentan una autoeficacia significativamente mayor que sus compañeras, aunque ambos sexos comparten la percepción del valor educativo de la Programación Visual por Bloques. Además, los docentes más jóvenes (22-30 años) muestran mayor confianza en su capacidad para enseñarla, mientras que la edad no influye en la relevancia e interés. Estos hallazgos subrayan la necesidad de implementar programas de formación diferenciados que refuercen la autoeficacia en docentes mayores y reduzcan la brecha de sexo, promoviendo una integración más inclusiva y efectiva de la Programación Visual por Bloques en la Educación Primaria. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
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        Value: 10.5944/educxx1.42387
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      – Code: eng
        Text: English
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        PageCount: 21
        StartPage: 177
    Subjects:
      – SubjectFull: Computational thinking
        Type: general
      – SubjectFull: Primary school teachers
        Type: general
      – SubjectFull: Teacher training
        Type: general
      – SubjectFull: Age differences
        Type: general
      – SubjectFull: Visual programming (Computer science)
        Type: general
      – SubjectFull: Self-efficacy
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      – SubjectFull: Social attitudes
        Type: general
      – SubjectFull: Gender differences (Psychology)
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      – SubjectFull: Spain
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      – TitleFull: Primary school teachers' attitudes toward visual block programming: differences by sex and age.
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            NameFull: Martín-Carrasquilla, Olga
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              Text: 2026
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