An effective learning and teaching model for programming languages

Bashir, Golam Md. Muradul; Hoque, Abu Sayed Md. Latiful

doi:10.1007/s40692-016-0073-2

Cited by 19 publications

(11 citation statements)

References 26 publications

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“…The teaching and learning of text‐based programming languages is not an easy process since it includes the design and development of problem‐solving algorithms, namely, the comprehension of CS concepts, practical usage of semantics and syntactic coding, and CT skills [4]. Due to this complex structure of the content, learners have faced various obstacles during their learning, or have inadvertently misinterpreted certain concepts and processes which can make the teaching of programming quite a challenging process for educators as well as students.…”

Section: Computational Thinking (Ct) Concepts and Practicesmentioning

confidence: 99%

Pedagogy of teaching introductory text‐based programming in terms of computational thinking concepts and practices

Kandemir

Kalelıoğlu

Gülbahar

2020

Comp Applic In Engineering

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Introduction: Programming can be an intellectually satisfying skill and is definitely considered useful. However, problem-solving with a computer involves much more than just learning programming language syntax. The theory and practice are interrelated in fascinating ways. Whether one thinks that the purpose of college or higher education is to prepare students for an occupation or to develop foundational knowledge with lifetime benefits (or both), computer science (CS) has become a fundamental part of 21st-century life. Even students studying in areas other than CS are likely to have significant encounters with computational thinking (CT) later on in life. Motivation and Objectives: Colleges and universities offer the opportunity for students to take as many courses as they desire in coding, programming, and CS taught by faculty members from that discipline area. However, this approach alone is deemed insufficient for computer-based problem-solving and computer programming. Effective programming teaching pedagogy also requires organizational principles that can guide us in formulating the overall design of a programming science curriculum (CS). In particular, we need strategies that help us structure multiple paradigm-based teaching curricula into manageable modules. This study aims to develop a framework for programming pedagogy. Research Methodology and Methods: A systematic literature review was conducted for identifying, evaluating, and interpreting relevant research to explore programming paradigms that could be incorporated for novice programmers, possible implementation strategies, and instructional methods for teaching text-based programming, CT concepts, and practices. Results and Findings: This paper's focus was on the pedagogical phenomenon of teaching programming considering the evolving paradigms, implementation strategies, and instructional methods and techniques through the lens of CT. Hence, a framework to design a learning path for pedagogical approaches that consist of CT concepts and practices within text-based programming were proposed. The proposed framework is based on the assumption that "any ongoing research on computing pedagogy requires a review of

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Section: Computational Thinking (Ct) Concepts and Practicesmentioning

confidence: 99%

Pedagogy of teaching introductory text‐based programming in terms of computational thinking concepts and practices

Kandemir

Kalelıoğlu

Gülbahar

2020

Comp Applic In Engineering

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“…failure rate is high [8]- [10]. Lecturers also found that it is quite challenging to teach the programming course [6], [11], [12]. This is supported by the finding of a study on the programming lab tests performance in comparison with the lab exercises, which showed that the average percentage of all correct answers (full marks) in the lab exercises was 69.8% compared to only 8.9% in the lab tests [13].…”

Section: Introductionmentioning

confidence: 96%

The Effect of Turtle Graphics Approach on Students' Motivation to Learn Programming: A Case Study in a Malaysian University

Bakar¹,

Mukhtar²,

Khalid³

2020

IJIET

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Computer programming is not an easy subject to learn or teach, particularly to first-year students in higher learning institutions. Numerous past studies have shown that students faced difficulties in comprehending and applying the programming concept when writing programs to solve problems. A slight negative experience at the initial stage of the studies is enough to disappoint the students. This then resulted in lowering the motivation of students to learn programming which impacted the students' performance in the programming course. Thus, an approach must be developed so that the motivation to learn and practice programming remains high. This article proposes the use of Turtle Graphics at the initial stage of Java Programming course in Universiti Kebangsaan Malaysia. Via this approach, by writing suitable programs, the students are able to produce animations and graphics output. Students' motivation levels are then measured via the ARCS model, which measure the students' motivation based on four aspects, namely attention, relevance, confidence, and satisfaction. The results of this study found that the students demonstrate high motivation in all four motivational aspects.

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“…Many students who choose to major in information systems (IS), enter university with little or no experience of learning programming. It has been shown that undergraduate IS students struggle with programming (Bashir & Hoque, 2016). This situation is characteristic not only of IS students, but of most students in introductory programming modules (Govender & Grayson, 2007).…”

Section: Introductionmentioning

confidence: 99%

Towards Understanding Information Systems Students’ Experience of Learning Introductory Programming: A Phenomenographic Approach

Govender

2021

JITE:IIP

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Aim/Purpose: This study seeks to understand the various ways information systems (IS) students experience introductory programming to inform IS educators on effective pedagogical approaches to teaching programming. Background: Many students who choose to major in information systems (IS), enter university with little or no experience of learning programming. Few studies have dealt with students’ learning to program in the business faculty, who do not necessarily have the computer science goal of programming. It has been shown that undergraduate IS students struggle with programming. Methodology: The qualitative approach was used in this study to determine students’ notions of learning to program and to determine their cognitive processes while learning to program in higher education. A cohort of 47 students, who were majoring in Information Systems within the Bachelor of Commerce degree programme were part of the study. Reflective journals were used to allow students to record their experiences and to study in-depth their insights and experiences of learning to program during the course. Using phenomenographic methods, categories of description that uniquely characterises the various ways IS students experience learning to program were determined. Contribution: This paper provides educators with empirical evidence on IS students’ experiences of learning to program, which play a crucial role in informing IS educators on how they can lend support and modify their pedagogical approach to teach programming to students who do not necessarily need to have the computer science goal of programming. This study contributes additional evidence that suggests more categories of description for IS students within a business degree. It provides valuable pedagogical insights for IS educators, thus contributing to the body of knowledge Findings: The findings of this study reveal six ways in which IS students’ experience the phenomenon, learning to program. These ways, referred to categories of description, formed an outcome space. Recommendations for Practitioners: Use the experiences of students identified in this study to determine approach to teaching and tasks or assessments assigned Recommendation for Researchers: Using phenomenographic methods researchers in IS or IT may determine pedagogical content knowledge in teaching specific aspects of IT or IS. Impact on Society: More business students would be able to program and improve their logical thinking and coding skills. Future Research: Implement the recommendations for practice and evaluate the students’ performance.

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An effective learning and teaching model for programming languages

Cited by 19 publications

References 26 publications

Pedagogy of teaching introductory text‐based programming in terms of computational thinking concepts and practices

Pedagogy of teaching introductory text‐based programming in terms of computational thinking concepts and practices

The Effect of Turtle Graphics Approach on Students' Motivation to Learn Programming: A Case Study in a Malaysian University

Towards Understanding Information Systems Students’ Experience of Learning Introductory Programming: A Phenomenographic Approach

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