Assessing the Effectiveness of Innovative Pedagogy and Lecture Method on Students Academic Achievement and Retention in Computer Programming (original) (raw)
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SAGE Open
Recently, global trends in technological development have brought about innovations in educational paradigms, thus giving rise to significant adoption of learner-centered and problem-centered approaches with greater potential to impart the next generation of learners compared to a more dominant teacher-centered approach. In view of this, this study presents result of the effects of innovative pedagogy integration in computer craft practices among technical college students in Enugu State, Nigeria. Result shows that innovative pedagogies applied in teaching and learning of computer craft practices were more effective in enhancing learning outcomes than the conventional teaching method. Based on this, the study concludes that computing teachers should become more creative in their day-to-day teaching activities by adopting innovative teaching approaches that can make teaching and learning of computing studies more engaging to learners.
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The purpose of this study was to compare the effectiveness of traditional instruction methods with technology-enhanced instruction methods for delivering the programming curriculum on student academic performance and attitude. This study used an experimental quantitative design. All students were Grade 11 students from the New Amsterdam Secondary School. A random sampling approach was used to choose who would be in the experimental group and the control group. Students in the experimental group were taught using technology, while those in the control group were instructed using a more conventional method. The same teacher taught both groups six lessons, and they both took a pre-and post-test for the Standardized Achievement Test. In addition, during the lessons conducted in both the experimental and controlled groups, anecdotes were recorded at random. The results of this study showed that, despite a correlation between pre-test performance and post-test scores, post-test scores for...
A Study to Investigate Learning A Style That Has Higher Grade Achievement In Computer Programming
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Some students perform extremely excellent in some courses whiles they performance poorly in computer programming couse in most of the Ghanaian higher institutions. The question is why some students perform excellent in some courses but these same students perform poorly in computer programming course. In looking for ways of addressing this question the study seek to investigate whether some students with particular learning styles are likely to perform better than others. During the study the researcher compared the various learning styles and their corresponding grade achievement in computer programming by using Bonferroni Post Hoc Test on various learning styles and grade achievement. The study was conducted to find out correlation between students’ learning styles and their actual grade achievement of students studying computer programming. In this study the research design that was employed was survey. The survey was used to find out the learning styles of the learners and their...
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This paper describes the evaluation of an NSF-sponsored educational research project. The primary focus of this project was to develop and evaluate a course curriculum designed to improve retention and performance for "at risk" introductory computer science majors. The results of this research suggest that the newly developed course and curriculum materials did improve students' performance and retention in computer science and their attitudes towards computer science.
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The aim of the study is to determine the effects of different instructional strategies on retention performance and cognitive load in teaching programming. The study also aimed to compare these strategies in terms of instructional efficiency. The study group consisted of 106 students (49 female and 57 male) enrolled in the first grade at a high school. Instructional strategies used in the study are testing (n=38), restudying material (n=31) and studying worked example with self-explanation prompts (n=37). In the implementation process, the study booklet was first presented to all groups. The booklet prepared for this study covers topics such as variable identification, decision structures, pseudo-codes and flow charts in teaching programming basics. The booklet was presented to restudying group for three times and they were expected to study material in depth for each session. Subsequently, isomorphic problems were presented for testing group. In the other group, worked examples wer...
Performance of Students in Computer Programming: An Analysis
International Journal of Engineering Research in Computer Science and Engineering (IJERCSE), 2023
The recent challenges in the delivery of instruction leads to the indispensable use of online platforms. Tasks of mentors and learners are now required to be done online. Presently it is undeniable that all disciplines involve the use of a computer. Thus the increasing utilization of computers is not only for computer education and computer programming skills but in all fields or disciplines. This study determined the challenges and experiences encountered by lecturers and students in relation to the acquisition and transfer of relevant knowledge in computer education specifically in programming courses. The Random Sampling method was used in identifying the sample size that is calculated based on the following parameters: (1) population size; (2) margin of error; and (3) confidence level. The total population of respondents is one hundred twenty-nine (129), eighty-four (84), or 65% males and forty-five (45), or 35% females. The test-retest method was employed to ensure the reliability of the instrument and the Modified-adopted survey questionnaire for gathering the required data. In order to check the coefficient of reliability of the data the Spearman-Brown method was utilized. Results revealed that most males prefer to enroll in Bachelor of Science in Computer Science (BSCS), keener and more motivated to do programming. They are keener in computer programming. Study also shows that students need to have the good foundation in courses like (1) knowledge in basic science and math course as well as (2) more hands-on programming activities. In order to produce well-versed BS Computer Science graduates, it is recommended that a more enhanced IT and Computing Education and Orientation Program should be given priority.
Rangsit University, 2017
This research investigates factors affecting perceived satisfaction, usefulness, self-regulation, and achievement in a computer-programming learning environment. The findings will be useful to educators and administrators to create learning environments, which positively affect learners' attitudes and behaviors. One hundred university engineering students were asked to answer a questionnaire after three months of studying a computer programming course. Pearson bivariate correlations and multiple linear regression analysis were applied to analyze the data. The results show that perceived satisfaction can be determined by the interactive learning environment and perceived usefulness. Perceived usefulness is a determinant factor of perceived satisfaction. Learners' perceived satisfaction, perceived usefulness and an interactive learning environment are determinant factors of perceived self-regulation. Memory strategy, which can be predicted using perceived efficacy, perceived anxiety and usefulness, is shown to affect computer-programming achievement. Perceived self-regulation and the use of memory strategies can be improved through students' realization of perceived usefulness. However, the data do not show that the improper use of mobile applications such as Facebook, Line, and YouTube affect computer-programming achievement.
The methods of teaching a vocational subject like Computer Studies in Nigeria has been found to discourage creativity and prevent students from thinking beyond contents that are presented by teachers. Hence, students are reduced to passive learners in the learning process and as a result, become repulsive to learning. Video-Based Instructional Strategy (VBIS) is an innovative strategy that can be used in schools to teach and expose learners to coding. The effective use of this strategy has been proposed to improve students" competence and achievement in programming. It has the potential to make teaching and learning of programming more interesting, friendly and meaningful to learners, contrary to the widespread use of the conventional teaching methods where learners are unable to demonstrate adequate competence in coding and are not able to write a simple programming code. The study adopts the pretest-posttest control group, quasi-experimental design. One hypothesis was generated and tested at .05 level of significance. The population for the study comprises Junior Secondary School students in Education District V of Lagos State, Nigeria while the sample size consists of 50 students from the Education District. The purposive sampling procedure was used to select two Model Junior Secondary Schools from the Education District that participated in the study. Results of the study reveal that the performance of students in the experimental group exposed to VBIS was significantly different in their post-achievement mean scores in computer programming from those of the control group exposed to conventional teaching strategies. It was recommended, among other thigs, that VBIS should be used to enhance effective teaching of Computer Studies in Secondary Schools.
Redesign and validation of a computer programming course using Inductive Teaching Method
PLOS ONE
Inductive Teaching Method (ITM) promotes effective learning in technological education (Felder & Silverman, 1988). Students prefer ITM more as it makes the subject easily understandable (Goltermann, 2011). The ITM motivates the students to actively participate in class activities and therefore could be considered a better approach to teach computer programming. There has been little research on implementing ITM in computer science courses despite its potential to improve effective learning. In this research, an existing computer programming lab course is taught using a traditional Deductive Teaching Method (DTM). The course is redesigned and taught by adopting the ITM instead. Furthermore, a comprehensive plan has been devised to deliver the course content in computer labs. The course was evaluated in an experiment consisting of 81 undergraduate students. The students in the Experimental Group (EG) (N = 45) were taught using the redesigned ITM course, whereas the students in the Control Group (CG) (N = 36) were taught using the DTM course. The performance of both groups was compared in terms of the marks obtained by them. A pre-test conducted to compare pre-course mathematical and analytical abilities showed that CG was better in analytical reasoning with no significant differences in mathematical abilities. Three post-tests were used to evaluate the groups theoretical and practical competence in programming and showed EG improved performance with large, medium, and small effect sizes as compared to CG. The results of this research could help computer programming educators to implement inductive strategies that could improve the learning of the computer programming.