Metacognitive Strategies in Teaching and Learning Computer Programming

Siti Nurulain Mohd Rum,Maslina Zolkepli

doi:10.14419/ijet.v7i4.38.27546

Abstract

It has been noted that teaching and learning programming is challenging in computer science education and that this is a universal problem. To understand and to code programs are perceived as being very challenging in computer science education. This is due to the demand for practical ability rather than theory alone. Studies have revealed that students with metacognitive management skills perform well in programming compared to lower-performing students. The more difficult the programming activity, the greater the need for the programmer to own metacognitive control skills. The cognitive processes in learning computer programming require a novice programmer to develop metacognitive skills. The main objective of this research work is to identify the metacognitive strategies in teaching and learning programming. An exploratory study was setup to identify the level of metacognition awareness of novice programmers using the MAI instrument. Interview sessions with expert lecturers were also conducted to identify the metacognitive approaches and the pedagogical method applied in the teaching and learning activities. The learning behaviours of novices were also identified through the interviewing sessions. It can be concluded that there is a correlation between the metacognitive awareness level of an individual and their academic achievement.

Highlights

Malaysian students have claimed that the skills required for computer programming are difficult to acquire
The results demonstrated a strong correlation between the Grade Point Accumulative (GPA) and Knowledge about Cognition (KC) with r = 0.7483, GPA with Regulation of Cognition (RC) with r = 0.8224, GPA and Procedural Knowledge (P) with r = 0.4387, GPA and Declarative Knowledge (DL) r = 0.7358, and GPA and Conditional Knowledge (CDL) with r = 0.6134
The findings confirmed that metacognition has a positive effect on students learning success in the Introductory Computer Programming course at the university, as when the MAI score increases, the GPA tends to increase as well, and vice versa

Summary

Introduction

Malaysian students have claimed that the skills required for computer programming are difficult to acquire. Studies have shown that analytical skills and problem-solving are the two major problems in computer programming [1,2,3,4]. Problem-solving in computer programming studies involves cognitive skills that require the students to work in a methodical manner and build representations [6], which create an environment that is suitable for developing metacognition skills and awareness. Volet [11] described “metacognitive strategies” in teaching and learning as the use of metacognition elements to aid learning, including checking, planning, selecting, monitoring, evaluating and revising These strategies are parts of important components for self-regulated learning models in the classroom [12]. The activities in programming foster students to evaluate their thinking process These cognitive activities facilitate the process of applying a newly acquired problem to novel problem situations [6]. The more difficult the problem in programming, the higher the demand for metacognitive control, positive feedback, and purposeful reflection [9]

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Conclusion