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 / School of Computing / M. Tech (Information Technology)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/23228 |
| Date | January 2017 |
| Creators | Marokane, Thomas Selakane |
| Contributors | Sanders, Ian |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (176 leaves) : illustrations (some color) |
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