The primary objective of this study is to develop a framework for an activity-based computer programming instructional approach in a blended learning environment of Higher Education Institutions. The impetus for this study is the poor performance of most undergraduate students in the domain of computing science programmes to comprehend and write computer programs to solve real-world problems. In addition, a fundamental problem with most Higher Education Institutions in undergraduate computer science educational programmes is how to teach programming and how to help students understand and write computer programs. Hence, the study developed a course mediation for computer programming instruction in Higher Education Institutions in Ghana, designed and developed an activity-based programming instructional platform, and developed a framework for an activity-based approach to teach programming in a blended learning environment.
The action research approach was used to conduct the research within three semesters. The mixed method approach was used to capture data from 300 students and nine instructors in three different Higher Education Institutions in Ghana as well as from different computer programming classes within a blended learning environment.
The findings from the study provided a course mediation and a framework indicating the various components of an activity-based computer programming instructional approach within a blended learning environment that enhances learning gains for students in computer programming classes. Moreover, the study found that students’ learning journey of computer programming comprehension needs continuous support and engagements using an activity-based instructional approach within a blended environment.
Die hoofoogmerk van hierdie studie is om ʼn raamwerk vir ʼn aktiwiteitsgebaseerde onderrigbenadering tot rekenaarprogrammering in ʼn gemengdeleeromgewing van hoëronderwysinstellings te ontwikkel. Die impetus vir die navorsing is die swak prestasie van meeste voorgraadse studente in die domein van rekenaarwetenskapprogramme om rekenaarprogramme te begryp en te skryf vir die oplossing van werklike probleme. Daarbenewens is daar by die meeste hoëronderwysinstellings se voorgraadse onderrigprogramme in rekenaarwetenskap ʼn onderliggende probleem wat betref hoe om programmering te onderrig en hoe om studente te help om rekenaarprogramme te verstaan en te skryf. Gevolglik het hierdie studie ʼn kursusbemiddeling vir die onderrig van rekenaarprogrammering in hoëronderwysinstellings in Ghana ontwikkel. As deel van die studie is daar ook ʼn aktiwiteitsgebaseerde programmeringsonderrigplatform ontwerp en ontwikkel. ʼn Raamwerk is ook ontwikkel vir ʼn aktiwiteitsgebaseerde benadering tot die onderrig van programmering in ʼn gemengdeleeromgewing.
Die aksienavorsingbenadering is gevolg om die navorsing in drie semesters te doen. Die gemengdemetode-benadering is gebruik om data van 300 studente en nege dosente in drie verskillende hoëronderwysinstellings in Ghana vas te lê, asook van verskillende rekenaarprogrammering-klasse in ʼn gemengdeleeromgewing.
Die bevindinge van die studie het ʼn kursusbemiddeling opgelewer, sowel as ʼn raamwerk wat ʼn aanduiding gee van die verskillende komponente van ʼn aktiwiteitsgebaseerde benadering tot die onderrig van rekenaarprogrammering in ʼn gemengdeleeromgewing, wat verhoogde leervoordele vir studente in rekenaarprogrammering-klasse bied. Die studie het boonop bevind dat studente se leerontwikkeling om rekenaarprogrammering te verstaan, volgehoue ondersteuning en betrokkenheid deur middel van ʼn aktiwiteitsgebaseerde onderrigbenadering in ʼn gemengdeleeromgewing verg.
Aanbevelings is dus aan hoëronderwysinstellings se bestuurders en administrateurs; die Nasionale Akkrediteringsraad, die Ministerie van Onderwys en die Nasionale Raad op Hoër Onderwys gedoen om verbeterings in rekenaarprogrammeringskurrikula te implementeer deur die gebruik van ʼn aktiwiteitsgebaseerde pedagogiese benadering om studente se programmingsvaardighede, kennis en geleenthede vir indiensneembaarheid te bevorder.
Inhloso eyinhloko yalolu cwaningo ukuthuthukisa uhlaka lwendlela yokufundisa uhlelo olususelwa ekusebenzeni kwamakhompyutha endaweni ehlanganisiwe yokufunda yeZikhungo zeMfundo ePhezulu. Umfutho walolu cwaningo ukungasebenzi kahle kwabafundi abaningi abenza iziqu ezisezingeni eliphansi emkhakheni wezinhlelo zesayensi yekhompyutha ukuqonda nokubhala izinhlelo zekhompyutha ukuxazulula izinkinga zomhlaba wangempela. Ngaphezu kwalokho, inkinga ebalulekile ngeZikhungo eziningi zeMfundo ePhezulu ezinhlelweni zeziqu ezisezingeni eliphansi zesayensi yamakhompiyutha ukuthi ungafundisa kanjani uhlelo nokuthi ungabasiza kanjani abafundi baqonde futhi babhale izinhlelo zekhompyutha. Ngakho-ke, lolu cwaningo lwasungula ukulamula kwezifundo zokufundisa uhlelo lwekhompyutha eZikhungweni zeMfundo ePhezulu eGhana, lwasongoza icebo futhi lwasungula inkundla yokufundisa uhlelo olususelwa emisebenzini, futhi lwathuthukisa uhlaka lwendlela yokufundisa uhlelo olususelwa ekusebenzeni kwamakhompiyutha endaweni ehlanganisiwe yokufunda.
Indlela yokwenza ucwaningo yasetshenziselwa ukwenza ucwaningo kungakapheli izigamu ezintathu zonyaka. Indlela exubile yasetshenziselwa ukuthatha imininingwane evela kubafundi abangama-300 nabafundisi abayisishiyagalolunye eZikhungweni ezintathu zeMfundo ePhezulu eGhana kanye nasemakilasini ahlukene wokuhlela amakhompyutha endaweni ehlanganisiwe yokufunda.
Okutholakele ocwaningweni kunikeze ukulamula kwezifundo nohlaka olubonisa izingxenye ezahlukahlukene zendlela yokufundisa uhlelo olususelwa ekusebenzeni kwamakhompyutha ngaphakathi kwendawo ehlanganisiwe yokufunda ethuthukisa ukuzuza kokufunda kwabafundi emakilasini wokuhlela amakhompyutha. Ngaphezu kwalokho, ucwaningo luthole ukuthi uhambo lwabafundi lokufunda lokuqonda uhlelo lwekhompyutha ludinga ukwesekwa okuqhubekayo nokuzibandakanya besebenzisa indlela yokufundisa esuselwa emisebenzini ngaphakathi kwendawo ehlanganisiwe yokufunda.
Ngakho-ke, iziphakamiso kubaphathi nakubalawuli beZikhungo zeMfundo ePhezulu, iBhodi kaZwelonke Lokugunyazwa, uMnyango wezeMfundo kanye noMkhandlu kaZwelonke wezeMfundo ePhakeme zenziwe ukwenza izinguquko ezifundweni zohlelo lwekhompyutha ngokusebenzisa indlela yokufundisa esuselwe emsebenzini ukuqhubekisela phambili amakhono wabafundi wokuhlela, ulwazi namathuba okuqashwa.
