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Impact of Scratch on the Achievements of First-year Computer Science Students in Programming in Some Nigerian Polytechnics

Domaine:

education

Type de record:

paper
Créateur:
Cam
Éditeur:
Ata
Éditeur:
Zenodo
Hôte:avatar
This thesis explores a critical challenge in computer science education: teaching the first programming language (CS1) to novice students. Despite efforts to modernise pedagogy, traditional methods often fail to engage and retain students effectively. In response, this study investigates the impact of using Scratch, a visual programming environment rooted in Seymour Papert's constructionist philosophy, on the achievements of higher education CS1 students. Through a quasi-experimental design with 418 polytechnic students in north-central Nigeria, the research compares conventional text-based programming instruction with an inquiry-based approach using Scratch. The results reveal that students taught with the constructionist Scratch pedagogy consistently outperformed their peers in traditional classes, even with no prior programming experience. This study provides compelling evidence supporting Scratch as an effective introductory programming tool, especially for beginners, and advocates its adoption in first-year college programming courses. Discover how a constructionist approach to programming can transform CS1 education and improve student outcomes in this engaging and practical investigation.

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doi.orgzenodo.org

Licenses

Creative Commons Attribution 4.0 Internationalhttps://creativecommons.org/licenses/by/4.0/legalcode

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