Teacher Perspectives on Introducing Programming Constructs through Coding Mobile-Based Games to Secondary School Students

Attard, Lara; Busuttil, Leonard

doi:10.15388/infedu.2020.24

Cited by 5 publications

(4 citation statements)

References 27 publications

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“…Indeed, in many of the world's education systems, teacher training remains a barrier to developing the necessary skills and confidence levels for the effective incorporation of introductory programming in K-12 education. Over the past two decades, numerous teaching methods have been employed in programming education, including developing algorithms to solve problems and code walkthroughs; code debugging which enables students to examine a given code in greater detail by spotting and resolving errors; and lecture-note reconstruction, metacognition, collaborative pair-programming learning, and active learning (Attard & Busuttil, 2020;Sentance & Csizmadia, 2017). Attard and Busuttil (2020) provide valuable suggestions for introducing programming and assert that all educators have the responsibility to provide pupils with the finest learning opportunities available since education must change to keep up with the times.…”

Section: Changes Needed For Reshaping K-12 Education By Incorporating...mentioning

confidence: 99%

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Exploring the compelling rationale to include programming in the K-12 curriculum

Aljameel

2022

IJIRE

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This study aims to conduct a literature review to explore the justification for including programming and coding in K–12 curricula. Additionally, it considers the value of teaching computational thinking and programming principles, pedagogical strategies, and the advantages and drawbacks of teaching programming to young students. Most studies acknowledge that programming courses effectively motivate and engage students and achieve learning objectives. However, research reveals that teachers lack the skills to teach programming, and even seasoned educators may find it challenging to develop and implement the necessary pedagogical strategies. Researchers recommend using frameworks based on sociocultural theories of learning, increased resources and training, student-centered instruction, and lowering teacher workload, which has led various nations to re-evaluate their curricula. Finally, the review concludes by suggesting the need for more research on how teaching and learning programming affects learning in other academic disciplines. Keywords: Computer education, computational thinking, pedagogical strategies, programming, K–12 curricula;

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Section: Changes Needed For Reshaping K-12 Education By Incorporating...mentioning

confidence: 99%

“…It is evident from the suggestions of Attard and Busuttil (2020) that teachers need support. According to Humble et al (2020), teachers must be provided with the time and resources they need to study and integrate programming into their lesson plans.…”

Section: Changes Needed For Reshaping K-12 Education By Incorporating...mentioning

confidence: 99%

Exploring the compelling rationale to include programming in the K-12 curriculum

Aljameel

2022

IJIRE

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“…In computer sciences departments ,programming consider a mandatory course that students have to take during their studying. However, the time frame assigned to that subjects has been reduced in many schools (Lara et al, 2020). Moreover, the lack of capabilities in terms of laboratories and the recent political and economic conditions in Libya .The consequent interruption of study times have a negative impact on students' learning and performance in all subjects of the computer department curricula, including programming.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness Of Incorporating Interactive Learning Platforms To Programming Lectures

Milad

2024

AJHAS

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Programming is one of the most important aspects of a computing course. Despite the significance of the programming as among core courses in studying computer science, its curriculum hours have been reduced over time in many faculties. Moreover, some new programming languages need a lot of time to learn and practice , and students do not find time through time of classes ,which compromised the students’ ability to learn and understand . Many studies have shown evidence of progressive interest of computer science students in using Interactive Learning Platform(ILP) in learning programing subjects, however there is still controversy about the positive impact of ILP on student performance and learning. The aim of this study was to investigate the impact and effectiveness of incorporating using ILP to the programming lectures on the performance of the computer science department students in faculty of arts and science Alabyar ,university of Benghazi. The results of this study revealed that students who were given lecture combined with ILP have shown enhancement in performance compared to others who were given ordinary lecture. KEY WORDS: programming languages teaching, programming learning, Interactive Learning Platform(ILP).

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“…Teachers, as the frontline facilitators of learning, hold invaluable insights into the educational processes and challenges faced by students. Their viewpoints and recommendations are crucial in understanding the complexities behind the declining scores and in formulating effective strategies to enhance mathematics literacy (Attard & Busuttil, 2020;Dewantara et al, 2023;Ekawati et al, 2020;Harisman et al, 2023;Hidayat & Husnussalam, 2019;Kaur et al, 2019;Supianti et al, 2022;Umbara et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers

Wijaya,

Hidayat,

Hermita

et al. 2024

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As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.

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Teacher Perspectives on Introducing Programming Constructs through Coding Mobile-Based Games to Secondary School Students

Cited by 5 publications

References 27 publications

Exploring the compelling rationale to include programming in the K-12 curriculum

Exploring the compelling rationale to include programming in the K-12 curriculum

The Effectiveness Of Incorporating Interactive Learning Platforms To Programming Lectures

Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers

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