Increasing self-efficacy in learning to program: Exploring the benefits of explicit instruction for problem solving

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.Engineering, Systems and ServicesTechnology, Policy and Managemen

A case study regarding teachers' problem-solving activities and approaches towards computer programming in diverse learning environments

Infrastructures, Systems and ServicesTechnology, Policy and Managemen