Published in:
The Journal for Transdisciplinary Research in Southern Africa, 10 (2014) 1
Language:
Not determined
DOI:
10.4102/td.v10i1.19
ISSN:
1817-4434;
2415-2005
Origination:
Footnote:
Description:
The difficulty of learning to program has long been identified amongst novices. This study explored the benefits of teaching a problem solving strategy by comparing students’ perceptions and attitudes towards problem solving before and after the strategy was implemented in secondary schools. Based on self-efficacy theory, students’ problem solving self-efficacy as well as teachers’ self-efficacy were investigated, showing that both students’ and teachers’ self-efficacy may have benefited from the explicit instruction. This would imply that teaching problem solving explicitly should be encouraged to increase self-efficacy to program.