Effects of Teaching Method on the Self-efficacy in a University Programming Class

Abstract

This research proposes a teaching strategy adaptable to large class size environments to enhance the students' engagement and learning activity. Presenting questions or problems was one of the effective teaching methods that increase their involvement, even in a large class size. A sequence of well-defined activities come together to form a complete class[1]. The order of questions in the instructional activity could affect the outcomes of programming education. The aims of this experimental study were to determine the effects of presenting instruction activity in a different order and the interactions between teaching methods and gender in a programming lecture environment. The outcomes of this experiment is an identification of the joint effects of teaching methods and gender on the success of teaching programming, self-efficacy by non-majors. This result would also be useful in developing the new teaching model of programming classes