The impact of tracking student learning style to enhance performance on introduction to computer programming in higher education

Abstract

Many institutions of higher and tertiary education have turned to online teaching and learning utilizing different e-learning systems as a result of the Covid 19 epidemic. However, instructors as well as students find it difficult to teach and study computer programming online. According to the literature, computer programming is a very difficult subject that calls for pupils to develop cognitive abilities including critical thinking and problem-solving abilities. The lecturer must use the right teaching strategies that complement the students' learning preferences in order to build cognitive skills. Students end up remembering content instead of applying critical thinking skills since lecturers just present learning material to them without considering their preferred learning modes. Purposive sampling was used in this study, and the researcher adhered to design science research methodology. At Zimbabwe Open University, a teaching tool was created and utilized to monitor the learning patterns of 80 students enrolled in a module on beginning computer programming. On the e-learning site, the researchers posted text, audio, and video content for students to study. According to data gathered using the technology, 66 percent of students preferred to study through video lessons as opposed to audio, which made up 21 percent, and text, which made up 12 percent. In the given assignment, visual learners outperformed auditory and theory learners. A practical program that requires more hands-on work and analytical thinking showed to be better suited to video instruction.