Abstract:
This study investigates the experiences of the Hong Kong sub-degree students in
learning computer programming and explores ways to help the students learn more
effectively.
In Hong Kong, sub-degree programs are offered to increase the number of students
studying post-secondary education. The performance of the sub-degree students is
weaker than that of undergraduate students. Learning computer programming is a
challenge for most post-secondary students and especially for sub-degree students. A
considerable amount of research has been done in teaching and learning
programming in the last decade. However, most of this research was targeted to
Western undergraduates. The findings of this research might not be applicable to
Chinese students or to the weaker Hong Kong sub-degree students. This study
attempts to fill this gap.
A theory-seeking case study research is conducted to investigate students’ learning
of programming. The researcher collected and analysed data from semi-structured
interviews. Other data sources – active participant observations, reflective memos,
and analysis of students’ programming assignments and examination – are used to
triangulate the data from the interviews.
The grounded theory that emerged, the theory of ‘Performance Improvement of
Programming’, offers an exploratory insight into the experiences of the Hong Kong
sub-degree students in learning to program. It addresses the distinctive challenges
facing Hong Kong students in learning, learning styles, and strategies. This study
also suggests practical strategies in light of the students’ characteristics in order to
assist their learning of programming.
