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.

In hierdie studie, het ons die beste moontlike metodes vir die onderrig en leer van inleidende programmeringskonsepte (IPK) deur middel van ’n aksienavorsingsmetodologie ondersoek. Die plan was spesifiek om ’n onderrig- en leerraamwerk vir sukkelende inleidende programmeringstudente (SIPS) te ontwikkel. Die gebruik van fisiese manipulasies as hulpmiddels om inleidende programmering te onderrig en te leer, is in die eerste siklus (2019, semester 2, en 2020, semester 1) van aksienavorsing ingespan. Ons het gevind dat die gebruik van fisiese manipulasies tot ’n sekere mate kan help in die onderrig en leer van IPK, maar dat dit beperk is op ander belangrike gebiede, soos om ’n groot klas te dek, sigbaarheid van fyn besonderhede vir alle studente en funksionering op aanlyn platforms. Gevolglik het ons in die tweede siklus (2021, semester 1) van aksienavorsing ’n raamwerk geïnisieer, naamlik die Program vir Onderrig en Leer van Programmering met Animasie (TLPAP). TLPAP het bestaan uit geanimeerde weergawes van manipulatiewe en relevante pedagogiese riglyne. Die pedagogiese riglyne is ’n stel stadiums of riglyne vir die beste gebruik van die animasieprogramme. Deur ’n SOLU- (struktuur van waargenome leeruitkoms)- aangepaste evaluering het ons by die universiteit met die animasieprogramme op die werklike SIPS geëksperimenteer. Die SIPS is in twee groepe verdeel, naamlik die kontrole- en eksperimentele groepe. Die kontrolegroep is tradisioneel deur verbale vertelling onderrig, en die eksperimentele groep is onderrig deur TLPAP te volg. Die resultate van siklus 2 het ons gehelp om die TLPAP-raamwerk vir siklus 3 te verfyn. Gevolglik is siklus 3 (2021, semester 2) geïmplementeer met verbeterde TLPAP- en SOLU-aangepaste evaluering. Die daaropvolgende siklusse (siklusse 4 en 5 in 2022, semesters 1 en 2) is met selfs beter TLPAP geïmplementeer. Die SOLU-evaluering het meer verbeterings in die eksperimentele as in die kontrolegroep aangedui. Die afsluiting van siklus 5 het ’n finale TLPAP aangebied.

Mo nyakišišong ye, re nyakišišitše mekgwa ye mekaone ye e kgonegago ya go ruta le go ithuta dikgopolo tša tlhamo ya mananeo a khomputhara (IPC) ka mokgwa wa nyakišišo ya tharollo ya mathata thutong. Leano, gagolo, ebile la go hlama foreimiweke ya go ruta le go ithuta ya baithuti bao ba nago le mathata a tlhamo ya mananeo a tsamaišo ya khomphutha (SIPS). Tšhomišo ya dilo tšeo di ka swarwago bjalo ka didirišwa tša go thuša go ruta le go ithuta tlhamo ya mananeo a tsamaišo ya khomphutha, e lekilwe modikologong wa mathomo (2019, semesetara sa 2, le 2020, semesetara sa 1) wa nyakišišo ya tharollo ya mathata thutong. Re hweditše gore tšhomišo ya dilo tšeo di ka swarwago e ka thuša go ruta le go ithuta IPC go fihla bokgoleng bjo bo itšego, eupša e be e na le magomo ka go dikarolo tše dingwe tše bohlokwa, go swana le go akaretša phapoši ye kgolo, ponagalo ya dikarolwana tše nnyane go baithuti ka moka, le go šoma ga diforamo tša inthaneteng. Bjalo, mo modikologong wa bobedi (2021, semesetara 1) wa nyakišišo ya tharollo ya mathata thutong, re thomile foreimiweke, yeo e bitšwago Tlhamo ya Mananeo a go Ruta le go Ithuta ka dianimeišene (TLPAP). TLPAP e bopilwe ke diphetolelo tša dianimeišene tša dithušapalelo le ditlhahli tša maleba tša thuto. Ditlhahli tša thuto ke sehlopha sa dikgato goba ditlhahli tša tšhomišo ye kaone ya mananeo a animeišene. Ka tekolo ye e fetoletšwego SOLO (Structure of Observed Learning Outcome), re dirile diteko tša mananeo a dianimeišene go SIPS ya nnete, yunibesithing. SIPS di arotšwe ka dihlopha tše pedi, e lego, dihlopha tša taolo le tša diteko. Sehlopha sa taolo se rutilwe ka mokgwa wa setlwaedi kanegelo ya molomo, gomme sehlopha sa diteko se rutilwe ka go latela TLPAP. Dipoelo tša modikologo wa 2 di re thušitše go kaonafatša foreimiweke ya TLPAP ya modikologo wa 3. Bjalo, modikologo wa 3 (2021, semesetara sa 2) o phethagaditšwe ka tekolo ye e kaonafaditšwego ya TLPAP le ye e fetoletšwego SOLO. Medikologo ye e latelago (medikologo ye 4 le 5 ka 2022, disemesetara tša 1 le 2) di phethagaditšwe ka TLPAP ye e kaonafetšego le go feta. Tekolo ya SOLO e bontšhitše dikaonafatšo tše ntši sehlopheng sa diteko go feta sehlopheng sa taolo. Sephetho sa modikologo wa 5 se tšweleditše TLPAP ya mafelelo.