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.
Govender, I., Govender, D. W., Havenga, M., Mentz, E., Breed, B., Dignum, F., & Dignum, V. (2014). Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving. The Journal for Transdisciplinary Research in Southern Africa, 10(1). https://doi.org/10.4102/td.v10i1.19