Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving
Journal for Transdisciplinary Research in Southern Africa
| Field | Value | |
| Title | Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving | |
| Creator | Govender, Irene Govender, Desmond W Havenga, Marietjie Mentz, Elsa Breed, Betty Dignum, Frank Dignum, Virginia | |
| Description | The difficulty of learning to program has long been identified amongst novices. This study explored the benefits of teaching a problem solving strategy by comparing students’ perceptions and attitudes towards problem solving before and after the strategy was implemented in secondary schools. Based on self-efficacy theory, students’ problem solving self-efficacy as well as teachers’ self-efficacy were investigated, showing that both students’ and teachers’ self-efficacy may have benefited from the explicit instruction. This would imply that teaching problem solving explicitly should be encouraged to increase self-efficacy to program. | |
| Publisher | AOSIS | |
| Date | 2014-07-30 | |
| Identifier | 10.4102/td.v10i1.19 | |
| Source | The Journal for Transdisciplinary Research in Southern Africa; Vol 10, No 1 (2014); 14 pages 2415-2005 1817-4434 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://td-sa.net/index.php/td/article/view/19/146
|
|
ADVERTISEMENT
