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dc.contributor.authorGovender, Irene
dc.contributor.authorGovender, Desmond W.
dc.contributor.authorHavenga, Marietjie
dc.contributor.authorMentz, Elsa
dc.contributor.authorBreed, Betty
dc.contributor.authorDignum, Frank
dc.contributor.authorDignum, Virginia
dc.date.accessioned2014-06-26T06:29:26Z
dc.date.available2014-06-26T06:29:26Z
dc.date.issued2014
dc.identifier.citationGovender, I. et al. 2014. Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving. TD: The Journal for Transdisciplinary Research in Southern Africa, 10(1):187-200, Jul. [http://dspace.nwu.ac.za/handle/10394/3605]en_US
dc.identifier.issn1817-4434
dc.identifier.urihttp://hdl.handle.net/10394/10734
dc.identifier.urihttp://dspace.nwu.ac.za/handle/10394/3605
dc.description.abstractThe 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.en_US
dc.description.urihttps://doi.org/10.4102/td.v10i1.19
dc.language.isoenen_US
dc.subjectProgrammingen_US
dc.subjectProblem solvingen_US
dc.subjectTeaching and learningen_US
dc.subjectSelf-efficacyen_US
dc.titleIncreasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solvingen_US
dc.typeArticleen_US
dc.contributor.researchID10064915 - Mentz, Elsa
dc.contributor.researchID10113924 - Havenga, Hester Maria
dc.contributor.researchID11638214 - Breed, Elizabeth Alice


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