Gender differences in effective feedback practices of computer science teachers in programming education

Abstract Programming education has become an important component of K–12 curricula worldwide. A key element of this educational transition is feedback, which facilitates the identification of misconceptions and supports iterative learning processes underlying coding mastery. Framed by Wiggins’ keys and sociocultural theory, this research investigates the influence of teacher gender on programming feedback practices among CS teachers in Saudi Arabia. Using mixed-methods research design, the study employed a semi-structured questionnaire to analyze the intersection of gender and feedback strategies. Findings indicate that while both male and female educators utilize Wiggins’ Seven Keys to feedback, female teachers report significantly higher implementation across all dimensions. Data shows no significant gender variance in the use of group, electronic, AI, or self-feedback; however, female teachers utilize individual and peer feedback more frequently. Qualitative analysis further categorizes these practices into three primary domains: teacher-based, student-based, and technology-based strategies. By highlighting the varied approaches CS teachers use to scaffold student learning, this study contributes to the global discourse on CS pedagogy and demonstrates how adaptable feedback strategies can enhance the effectiveness of the K–12 programming environment.