Students’ perspectives on using an activated classroom teaching approach with computational thinking to introduce coding: a case study at a South African university.

Abstract

Coding, often referred to as programming, involves the development of computer programs or instructions for execution by a computer. Effective teaching of coding requires mastery of three key competencies: (1) understanding coding concepts and constructs, (2) the ability to combine these constructs to create functional computer programs, and (3) the use of appropriate pedagogical strategies to facilitate learning. While the first two skills suffice for most students learning to code, all three are essential for prospective teachers who aspire to become effective coding instructors. This study proposes the Activated Classroom Teaching (ACT) Methodology as a novel pedagogical approach to teaching coding, integrating computational thinking principles through game development. This research aimed to evaluate the extent to which prospective teachers accept the ACT Methodology as a teaching approach and their intention to adopt it in their future classrooms. To address these objectives, a mixed-methods research design was employed. Quantitative data were collected from 256 prospective teachers through questionnaires, while qualitative insights were gathered via focus group discussions, involving eight groups of six participants each. This dual-method approach enabled a comprehensive analysis of participants' perceptions and intentions regarding the ACT Methodology. Findings reveal that prospective teachers exhibit overwhelmingly positive attitudes toward the ACT Methodology, perceiving it as an effective and engaging way to learn and teach coding. Furthermore, the results indicate a strong intention among participants to implement this approach in their future teaching practices, recognizing its potential to enhance both their professional growth and their students' learning experiences. This research contributes to the growing discourse on coding education by providing empirical evidence on the acceptance and applicability of innovative teaching methodologies. It offers valuable insights for educators and policymakers seeking to improve the integration of coding and computational thinking in teacher training programs. By advocating for the ACT Methodology, the study underscores its potential to empower future teachers and transform coding education in diverse educational contexts.