Content area
Abstract
Novice computer programming students face considerable learning challenges in an introductory programming course leading to disengagement and high dropout rates at universities and institutions of higher education. This action research study sought to investigate these learning challenges and find solutions to better support the students using innovative education technologies. Analysis of Cycle 1 data collected from students, teaching assistants and faculty led to the identification of three themes related to the learning challenges of novice programmers, need for additional support and appropriate instruction design. This provided evidence and reinforced the findings from the extensive literature review done for the study indicating that such challenges led to student anxiety, high levels of stress, and demotivation, resulting in many students dropping out from the programming courses. Action steps were designed, implemented, and evaluated in Cycle 2 to provide support to novice programming students through an online game-based pre-course; delivery of main course content using animations, and visualization tools to explain complex programming concepts; and using the problem-based learning approach (PBL) along with peer support and gamification techniques. Evaluating the results of the action research study included a thorough assessment of all the created resources and their delivery. Student participants and collaborators provided critical feedback that assisted in the evaluation process. The study concluded that the use of these interventions benefited students by building foundational knowledge, improving comprehension of abstract programming concepts, reducing anxiety, enhancing knowledge retention, and engagement in classrooms. Implications for the organization included providing an inclusive learning environment for everyone through accessibility to diverse and multiple learning tools addressing their individual needs and improving learning outcomes.
