Cognitive-based method and interactive environment for teaching-learning computer programming.

Abstract

Non-computing students and novices often struggle with motivation and understanding of programming language syntax in introductory programming modules. The current pedagogical strategies and instructional resources are primarily built on constructivist theories and are designed for computer science students. They often overlook computer programming syntax issues faced by non-computing students. Therefore, this study highlights the need for a cognitive teaching approach and tool tailored to non-computer science students. The study first conducted both online and face-to-face surveys, using questionnaires to elicit the computer programming challenges faced by first-year students. Then, to increase the motivation and engagement of non-computing students, this study leverages the design science research approach to propose an explicit instructional methodology for teaching introductory programming. The study also introduces PyLe, an interactive learning environment for Python programming modules, to solve programming syntax issues. Analysis of the data collected from the first-year students showed that both computer and non-computer science students face several programming difficulties ranging from recursion, arrays, error handling, and functions/procedures or methods. Evaluating the effectiveness of the novel teaching method, a post-experiment data analysis showed positive outcomes for students' motivation, including attendance, relevance, confidence, and satisfaction. Moreover, testing PyLe at two universities improved students' understanding of programming syntax and maintained high usability. The study, therefore, recommends the new method and PyLe for teaching programming to non-computer students and novices. This study improves the teaching and learning of computer programming, particularly for non-computing and novice students, by introducing specialized methodologies and tools to tackle their unique challenges.