Fostering computer programming and digital skills development: An experimental approach

Abstract

Abstract Available records of computer programming results from the universities in southeast Nigeria for the period under review (2016–2020) show that 70% of the students marginally passed the course. This, therefore, raises a concern to re‐examine the instructional strategy used in the teaching and learning process, hence the adoption of innovative pedagogy that involved the use of digital tools like Google Classroom and Google Meet in their instructional delivery process of a computer programming course. This study adopted quasi‐experimental research design involving intact classes with a nonequivalent group. Total population sampling technique was used to select all the 152 second‐year computer education students made up of 60 males and 92 females drawn from the three private universities in Southeast Nigeria that offer computer programming. Data was collected using computer achievement test, digital skill development scale and engagement level scale. The findings of the study showed that students' academic achievement and level of engagement increased significantly in a computer programming course. Also, digital skills development and self‐efficacy in the experimental group were higher than in the control group. Implementing innovative teaching strategies helped to facilitate the timely development of digital skills required by students to attain sufficient learner engagement in the learning process. It was recommended that computer educators should be encouraged to adopt innovative teaching techniques that blend with Classroom, Google Meet and MS Teams, among others to influence students' active engagement in the learning process.