An animation-based teaching and learning framework for struggling introductory programming students

Abstract

Introductory programming can be challenging for educators to teach and students to learn. Some students struggle to comprehend introductory programming topics like the uses of assignment, decisions, loops, functions and other basic principles of programming. Such struggling students are referred to as Struggling Introductory Programming Students (SIPS) in this study. The struggle to comprehend these basic programming concepts often results in a low success rate and a low pass rate in the module itself. Furthermore, the situation can exacerbate the attrition rate in computing or computing-related courses. In this study, various methods of teaching and learning to program were investigated. It was found that the use of animations in teaching and learning can have a significant impact on enhancing SIPS comprehension of introductory programming concepts. As a result, we developed a Teaching and Learning Programming with Animation Programs (TLPAP) framework that can aid SIPS in comprehending the basic programming principles in a text-based programming environment. TLPAP consists of two sets of animation programs, namely introductory animation programs for introducing a new concept and animation programs that are accompanied by problem specifications. Furthermore, the TLPAP framework includes a set of compatible pedagogical guidelines for teaching and learning introductory programming with animation programs. The inclusion of the pedagogical guidelines serves as one of the essential elements within the TLPAP framework. To test the efficacy of the TLPAP framework, we adopted an action research methodology with the actual SIPS from the university participating. The action research methodology made it possible for the researcher to reflect and continually improve the design of the animation programs and pedagogical guidelines within action cycles. The SIPS were divided into two groups: an experimental and a control group. The experimental group was taught by following the TLPAP framework; the control group was taught without following the TLPAP framework. The results were compared through pre-teaching and post-teaching algorithm exercises and the application of qualitative Structure of Observed Learning Outcomes – adapted (SOLO-adapted) evaluations. During the cycles, patterns of improvements were found in the experimental group as compared to the control group and the TLPAP framework was finalised.