Abstract
AbstractThis study focused on the impact of teaching a computer programming course using innovative pedagogy namely a combination of context‐based learning and problem‐based interspersed with live online tools (Google Classroom and Google Meet) on university students in southeast, Nigeria. This study used a quasi‐experimental research design and intact classes with a nonequivalent group. The population for the study comprised all 152 second‐year computer education students in universities in Southeast Nigeria that offers computer programming. The sample consists of 60 males and 92 females in the three universities used. A computer programming achievement test was used to collect the data. The result showed that students worked collaboratively on the Google classroom and Google meet platforms, effectively enhancing collaboration learning among novice programmers as they chose when to learn, thus making the teaching and learning of programming less difficult. Findings further showed that student academic achievement significantly improved in programming skills, digital skills development, and self‐efficacy in the treatment group more than in the control group. This improved performance was attributed to self‐efficacy which was attributed to IP students were exposed to. It was suggested that computer lecturers should integrate innovative pedagogy using Google classroom and Google meet in their instructional delivery approaches.
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