Modelling Of Pck Competency Of Programming Teachers Through Fuzzy Delphi Method (Fdm)

Abstract

It is not surprising to hear secondary school students and undergraduates incessantly complaining about their difficulties in learning programming. Obviously, such difficulties may be attributed to a myriad of factors. As such, this entails examining programming teachers' competency in teaching the subject matter. The objective of this study is to explore and validate the elements of pedagogical and content knowledge (PCK) competency of programming teachers. In this research, the researchers first reviewed the current literature and a needs analysis study to explore potential elements of competency of programming teachers. Then, the researchers carried out a survey involving 22 academic members to elicit their opinions on such competency elements. Finally, the researchers performed the Fuzzy Delphi Method to validate the experts' opinions. The validation analysis highlighted 23 elements of competency, with all attaining threshold (d) values of less than 0.2 and percentages of agreement of more than 75%. Effectively, these findings strongly suggest that the validity of such elements of competency of programming teachers is high, with which a model of competent programming teachers could be developed. With such a model, programming teachers would be able to select and apply appropriate teaching strategies to help them teach programming to their students more effectively