A Study of Difficulties in Teaching and Learning Programming: A Systematic Literature Review

Kadar, Rozita; Wahab, Naemah Abdul; Othman, Jamal; Shamsuddin, Maisurah; Mahlan, Siti Balqis

doi:10.6007/ijarped/v10-i3/11100

Cited by 22 publications

(10 citation statements)

References 12 publications

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“…Finally, studies classified in the tertiary category are those conducted in the confines of universities, polytechnics, colleges, and other advanced certificate or professional awarding bodies. A similar classification had been employed in previous studies [41, 66].…”

Section: Methodsmentioning

confidence: 99%

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Research trends on learning computer programming with program animation: A systematic mapping study

Yusuf

Noor

2023

Comp Applic In Engineering

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Over the last few decades, computer programming has become an important field of endeavor due to rapid development in the information sector. Despite the importance of programming, there is a growing concern that it is relatively difficult. In the process, researchers have started employing media tools to reduce programming difficulties and motivate learners to approach programming problems. One of the common tools widely used is program animation—an instructional medium that incorporates animated characters. However, little is known about the research trends in this field of study. This article, therefore, employed a systematic mapping method to review this trend to find patterns and gaps left in the literature. The study extracted 48 articles published between 2000 and 2022 from four scientific databases (Web of Science, Scopus, ScienceDirect, and ERIC) and three digital libraries (ACM Digital Library, IEEE Xplore Digital Library, and Wiley Online Library). The review discovered important trends. First, there is a paucity of research evidence evaluating program animation in the context of secondary and elementary levels; the majority of the extracted studies focused on participants from tertiary institutions. A similar paucity of research evidence employing mixed methods and qualitative approaches was also noted. Scratch programs were used in recent research more often than other program animations. There is also too little evaluation of psychomotor variables. Finally, there exist inconsistent findings on the effect of program animation although plenty of studies revealed positive results in favor of these media tools. The study therefore recommends that future research should be conducted to fill these identified gaps.

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Section: Methodsmentioning

confidence: 99%

“…Naturally, programming requires a high level of abstraction and analytical thinking for proposing a useful solution. Unfortunately, it has been shown that many students are bereft of these thinking skills [66]. Consequently, their level of abstraction declines due to the complex nature of the course.…”

Section: Introductionmentioning

confidence: 99%

Research trends on learning computer programming with program animation: A systematic mapping study

Yusuf

Noor

2023

Comp Applic In Engineering

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“…In their research, Amnouychokanant et al (2021) found that ‘high‐performing students had the most positive attitudes while low‐performing students had the lowest average scores of attitudes’ (p. 5). Other studies reported different factors such as gender (Baser, 2013), self‐efficacy (Kong et al, 2018), perceived difficulty (Kadar et al, 2021; Qian & Lehman, 2017), conceptual misconception (Changpetch et al, 2021; Cheah, 2020), exposure effect (Gul et al, 2022), and instructional context (Nwangwu, 2015). It, therefore, appears that attitude is not an independent event but a function of external factors.…”

Section: Introductionmentioning

confidence: 99%

Revising the computer programming attitude scale in the context of attitude ambivalence

Yusuf

Noor

2023

Computer Assisted Learning

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BackgroundSeveral attitude scales have been developed to measure students' attitudes toward computer programming, including the prominent one developed by Cetin and Ozden. The development of these scales stemmed from the elusive nature of attitude and the lack of specific constructs to measure attitude. These instruments measure students' attitudes based on one‐dimensional perspective, thus, making it difficult to interpret the meaning of some attitude evaluations such as the meaning of neutral points in a 10‐point scale (for example).ObjectivesThe computer programming attitude scale was modified to measure ambivalence. The study also investigate attitude differences across demographic variables and used these variables to predict ambivalence.MethodsThe study was conducted in two phases. In the first phase, the instrument was validated using exploratory factor analysis and confirmatory factor analysis. In the second phase, the revised scale was administered to another 547 students in four research universities for empirical investigation.ResultsResults show that the instrument is valid and suitable for measuring students' programming attitudes. Participants' attitudes skewed toward the negative attitude dimension. Lastly, we found that both attitude and ambivalence are factors of programming experience.ConclusionsWe discussed the findings, recommend the instrument to programming tutors, and strongly emphasise the evaluation of students' ambivalent attitudes.

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“…There are certain learning thresholds for learning programming languages. Some students often encounter bottlenecks in the learning process and lose interest in learning (Kadar et al, 2021). Rahma et al (2012) explored the major problems affecting the performance of students in basic programming.…”

Section: Introductionmentioning

confidence: 99%

Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

Chen

Hsu

2022

Front. Psychol.

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Flipped learning could improve the learning effectiveness of students. However, some studies have pointed out the limitations related to flipped classrooms because the content of the flipped course does not vary according to the needs of the students. On the other hand, adaptive teaching, which customizes the learning mode according to the individual needs of students, can make up for some of the shortcomings of flipped teaching. This study combines adaptive teaching with flipped teaching and applies it to face-to-face classroom activities. The purpose of this research is to explore whether the implementation of flipping and adaptive learning in a computer programming course can improve the learning effectiveness of students. The experimental subjects of this study are the sophomore students in the Department of Information Management. The flipped classroom with adaptive instruction has been realized in the limited course time. This study uses questionnaires to collect pre- and post-test data on the “learning motivation” of students. The learning effectiveness was evaluated based on the students' previous programming course (C language) and the semester scores of this course. Research results show that the post-test “learning motivation” has improved overall compared with the pre-test, and the learning effect is significant. The results of this research not only prove the effectiveness of modern teaching theories in programming courses but also lay the foundation for future teaching design.

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A Study of Difficulties in Teaching and Learning Programming: A Systematic Literature Review

Cited by 22 publications

References 12 publications

Research trends on learning computer programming with program animation: A systematic mapping study

Research trends on learning computer programming with program animation: A systematic mapping study

Revising the computer programming attitude scale in the context of attitude ambivalence

Do Flipped Learning and Adaptive Instruction Improve Student Learning Outcome? A Case Study of a Computer Programming Course in Taiwan

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