Factors that influence proficiency in the learning of computer programming by Information Technology students.

Abstract

The main objective of the study was to ascertain the factors that influence the acquisition of computer programming skills by students who are enrolled for an Information Technology (IT) degree at a tertiary education institution. The study is driven by a societal need to empower as many individuals as possible with computer programming skills. The study is very relevant to the South African context in the light of the decision taken by the education department to establish computer programming as a niche skill for South African citizens. The learning of computer programming is however, not that straight forward and requires an intensive cognitive effort to ensure that students obtain a high degree of skill and expertise in computer programming. The study has been conducted at the University of KwaZulu-Natal (UKZN) where the Discipline of IT has been challenged by students’ performances in computer programming assessment. While there are “pockets” of excellence, there are numerous instances where students have performed poorly in computer programming assessment. The case of UKZN presents an ideal opportunity to study this phenomenon because it provides a diversified student population with regards to degree enrolment as well as gender and location. From a teaching and learning perspective, this knowledge will be pivotal for the IT academic department at UKZN as well as the general domain of teaching and learning of computer programming. The study adopted a quantitative approach and was guided by a conceptual framework. The study used a questionnaire that contained an open-ended question that enriched the analysis and discussion. The study’s main objective was to ascertain factors that will predict computer programming performance was achieved. The main factors that were identified as significant predictors of computer programming performance were problem solving ability and self- efficacy. A concomitant outcome from the study was the analysis of validity of the study’s conceptual model which was subjected to multiple regression and path analysis. The path analysis exercise resulted in the generation of a conceptual model that had a better fit to the study’s data than the a priori conceptual model. The study also discovered trends of computer programming strengths and weaknesses at UKZN and it is envisaged that this knowledge will contribute to enhance computer programming pedagogy and student performance in assessment tasks.