An Analysis of Systematic Reviews On Active Learning in The Context of Computer Programming Instruction and Learning

Abstract

A systematic literature analysis was done to analyse and evaluate the methodologies, educational techniques, applications, contributions, and implementation issues presented in this research. The objective of the review was to identify the research that examine the different pedagogical strategies used to foster active learning in the context of teaching and learning computer programming. The given text does not provide any context or information. The literature indicates that teachers have not achieved the desired level of success in teaching programming, leading to high percentages of student failure and dropout. There has been extensive debate about the pros and cons of implementing active learning teaching methods in this specific context. Methods This review evaluated all publications between 2014 and 2019 that discussed the relationship between active learning and computer programming instruction and learning. The analysis included works discovered in WOS, SCOPUS, ScienceDirect, and the ACM Digital Library. The selection procedure was driven by criteria that involved evaluating the quality of the studies and assuring their alignment with the research goals. Involvement This study contributes to an overview of the current state of affairs by detailing the research papers that establish connections between different active learning pedagogical methodologies and the instruction and acquisition of computer programming skills. Outcome The findings revealed that the methods employed in the studies primarily involved intervention, educational experimentation, or the development of a tool, instrument, or methodology. The lipped classroom methodology has gained significant renown through research. Implementing active learning pedagogical methodologies results in more student acceptance and positive feedback, which motivates them to improve the learning process, learning outcomes, and student performance. However, the instructor must invest more work and effort to effectively arrange and execute the teaching and learning process. The contributions observed in the computer programming teaching and learning process originate from research conducted mostly in university settings. The main objective of this research is to ascertain whether these contributions can be replicated in other educational settings. Research on the implementation of active learning pedagogical techniques in computer programming has shown significant benefits. These techniques can effectively enhance the teaching and learning process, serving as a viable alternative that reduces programming failures. Recommendations for Professionals.We suggest that educators reconsider their conventional methods of instructing computer programming, employing pedagogical techniques of active learning to enhance student learning outcomes, considering the historical difficulty students have faced in the teaching and learning of computer programming. We recommend that additional scholars examine the correlation between the difficulties faced by students and the subject matter, as well as the obstacles encountered by teachers in the process of teaching and learning programming. This is especially important when considering traditional instructional approaches. Impact on the Community This study enhances previous comprehensive evaluations of the literature, namely those that establish a connection between active learning and programming education and learning settings. This article aims to provide a framework for active learning researchers, with the intention of promoting more study on the issue and facilitating its development and exploration.

Keywords: computer programming, active learning, teaching/learning, teaching methodologies, systematic review