Undergraduate students' failure in programming courses in institutions of higher education in developing countries: A Nigerian perspective

Abstract

Universities of developing countries are faced with increased dropout rate from computing degrees due to the high failure rate of introductory programing courses. In this paper, we apply a grounded theory approach to investigate why student's fail introductory programming courses in a Nigeria University. A qualitative method of data collection was adopted to examine the students' views about the factors that contribute to student's failure in introductory programming courses. The findings identified lack of intrinsic motivation, lack of future expectation, anxiety, peer influences, and poor lecturer skills and behavior as the challenges resulting in a high failure rate in introductory programming courses. The study contributes to the research on computer education in developing countries by proposing a model to understand the factors that affect IS student learning process when undertaking introductory programming courses. We conclude with some recommendations following recommendations that could help students to overcome the challenges in learning computer programming.