Improving computer programming skills for computer science students at university level

Context: This study focuses on the challenges faced by university-level computer science students in Ethiopia, aged 18 to 23, who are new to computer programming. The educational setting is characterized by students' limited prior exposure to technology, primarily due to their rural backgrounds. Aims: The research aims to explore and enhance the programming skills of these students through the implementation of innovative teaching strategies and increased practice opportunities. Methods: Employing exploratory action research, the study involves focus group interviews, peer observations, and classroom observations to evaluate the effectiveness of various teaching strategies and their impact on students' programming skills. Findings: Initial findings highlighted a lack of student engagement and practice in coding activities. Following the intervention, which included increased practice sessions, group work, and the establishment of a coding club, significant improvements were observed in students' programming abilities, problem-solving skills, and engagement. Implications: The study underscores the importance of practical experience and peer-supported learning in developing programming skills. Relatively interactive and practice-oriented learning environments can effectively engage students and enhance their learning outcomes in computer science.

Keywords (free text)

english as a foreign language, computer programming, digital skills, exploratory action research

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/720

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English Connects Action Research