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Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education: The Case of Sokoine University of Agriculture

Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education: The Case of Sokoine University of Agriculture

Baraka M. Kagombe, Michael P. J. Mahenge, Sotco Claudius Komba, Safari Timothy Mafu, Camilius Aloyce Sanga
Copyright: © 2019 |Pages: 18
ISBN13: 9781522559153|ISBN10: 1522559159|ISBN13 Softcover: 9781522587538|EISBN13: 9781522559160
DOI: 10.4018/978-1-5225-5915-3.ch002
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MLA

Kagombe, Baraka M., et al. "Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education: The Case of Sokoine University of Agriculture." Technology-Supported Teaching and Research Methods for Educators, edited by Lazarus Ndiku Makewa, et al., IGI Global, 2019, pp. 33-50. https://doi.org/10.4018/978-1-5225-5915-3.ch002

APA

Kagombe, B. M., Mahenge, M. P., Komba, S. C., Mafu, S. T., & Sanga, C. A. (2019). Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education: The Case of Sokoine University of Agriculture. In L. Makewa, B. Ngussa, & J. Kuboja (Eds.), Technology-Supported Teaching and Research Methods for Educators (pp. 33-50). IGI Global. https://doi.org/10.4018/978-1-5225-5915-3.ch002

Chicago

Kagombe, Baraka M., et al. "Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education: The Case of Sokoine University of Agriculture." In Technology-Supported Teaching and Research Methods for Educators, edited by Lazarus Ndiku Makewa, Baraka Manjale Ngussa, and Joshua Michael Kuboja, 33-50. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-5915-3.ch002

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Abstract

This chapter emanates from a study which sought to investigate challenges of teaching and learning computer programming in higher education. The study was conducted at Sokoine University of Agriculture. The study had three specific objectives: first, to identify learners' prior knowledge on computer programming at the time of joining the university; second, to investigate learners' self-efficacy in computer programming course; the third objective was to evaluate the learning styles used by learners in the computer programming course. The study adopted a quantitative research method, grounded in experiential learning theory. The data was collected from respondents using questionnaires and the analysis of the data was done using statistical software. The findings indicate that inadequate computer laboratories, lack of competent staff in ICT-based instructional design, inadequate teaching and learning materials, and students' lack of prior knowledge on computer programming at the time of joining the university are the main challenges.

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