International Journal on Advanced Science, Engineering and Information Technology, Vol. 10 (2020) No. 1, pages: 253-259, DOI:10.18517/ijaseit.10.1.10264

Technology Integration to Promote Desire to Learn Programming in Higher Education

Nurul Faeizah Husin, Hairulliza Mohamad Judi, Siti Aishah Hanawi, Hazilah Mohd Amin

Abstract

The use of technology integration is the way of innovation in today’s world-class learning. Technology integration is a combination of technologies such as computers, mobile devices like smartphones and tablets, digital cameras, the internet, and more in the practice of daily lecture sessions. Technology integration could help the process of learning especially for courses that considered as tough by the students. Therefore, educators need to be aware of the choice of methods or approaches so that teaching and learning are conducted in meaningful ways. Programming courses are compulsory for students in Faculty of Information Sciences and Technology, National University of Malaysia. However, some students find it difficult to excel in programming courses. In this study, technology integration in learning programming courses challenges the limitations of student opportunities in solving real problems lead to inconsistently use of the expertise and skills. In addition, the challenge of learning programming leads students to generate rote learning. Hence, technology integration in learning programming should be appropriate with the application of technology and applying meaningful learning so that the technology integration will be effective and meaningful. This study is conducted to propose and verify a technology integration framework for learning programming courses. Stratified Random Sampling through quantitative study method is used which involving 109 respondents. Quantitative data are analyzed using multiple linear regression method. Based on previous studies, five factors have been identified namely learning technology, learning competence, technology implementation, meaningful learning and contextual learning that would affect students’ desire to learn programming courses. The results discover that all the factors have significant relationships in influencing the desire to learn programming courses among undergraduate students for the faculty. This study is expected to assist educators and administrators to apply and improve the use of technology integration in meaningful learning for programming courses.

Keywords:

programming course; learning technology; learning competence; technology implementation; meaningful learning; contextual learning

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