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    • TD: 2014 Volume 10 No 1
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    Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving

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    10 Gov and Govender et al self-efficacy.pdf (235.9Kb)
    Date
    2014
    Author
    Govender, Irene
    Govender, Desmond W.
    Havenga, Marietjie
    Mentz, Elsa
    Breed, Betty
    Dignum, Frank
    Dignum, Virginia
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    Abstract
    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.
    URI
    http://hdl.handle.net/10394/10734
    http://dspace.nwu.ac.za/handle/10394/3605
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    • TD: 2014 Volume 10 No 1 [16]
    • Faculty of Education [735]

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