Modeling the ICT Teachers’ Perspective Towards Teaching of Computer Programming at Secondary School Level Using Interactive Qualitative Analysis (IQA)

Abstract

Computer programming is viewed and experienced as a subject cognitively challenging to students as well as teachers. The aim of this study was to determine the Information and Communication Technology (ICT) teachers’ perspective towards teaching computer programming in order to comprehend how ICT teachers perceive teaching computer programming and factors that influence their work. Forty-seven ICT teachers participated in this qualitative study. The research method used was an analytical framework known as Interactive Qualitative Analysis to model the ICT teachers’ perspective. The perspective was modelled in terms of affinities (factors) such as the programming curriculum, ICT resources, time, programming language, evaluation, students’ performance, teachers’ programming skills, teachers’ pedagogical programming knowledge, student and professional development programs. Further, the interaction among these affinities was also modelled. Programming curriculum was found to be the most influential affinity which should be revised to decrease the cognitive load on students. Teacher’s ICT knowledge was the most influenced(or influential???) affinity which can be improved by ICT resources, professional development programs and evaluation policy on students. Increase in computer: student ratio is also a contributing factor to students’ achievement.