Hindrances to learning to program in an introductory programmimg module

Abstract

Introductory programming failure rate among students is high worldwide, including in South Africa. The failure rate remains a subject for investigation due to a high number of students who find learning to program difficult. This study evaluates factors that contribute to high failure rates in an introductory programming module at University of South Africa. The study evaluates curriculum, programming syllabus, and personal factors to evaluate reasons for high failure rates. Quantitative and qualitative research approaches are used to identify learning hindrances. The research results show that personal factors are the leading contributing factors, followed by the curriculum and then the programming syllabus. Personal factors relate to time, personal reasons, and commitments; curriculum involves tutorials; and programming syllabus factors are linked to programming concepts and application. The findings have implications for how teaching and learning in introductory programming can be improved. The study provides recommendations for improvement and future studies. Keywords: Learn to program; introductory programming; higher learning; personal