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

DASUKI, Salihu and QUAYE, Ago (2016). Undergraduate students’ failure in programming courses in institutions of higher education in developing countries: A Nigerian perspective. The Electronic Journal of Information Systems in Developing Countries, 76 (1), 1-18.

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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.

Item Type:	Article
Research Institute, Centre or Group - Does NOT include content added after October 2018:	Cultural Communication and Computing Research Institute > Communication and Computing Research Centre
Departments - Does NOT include content added after October 2018:	Faculty of Science, Technology and Arts > Department of Computing
Identification Number:	https://doi.org/10.1002/j.1681-4835.2016.tb00559.x
Page Range:	1-18
Depositing User:	Salihu Dasuki
Date Deposited:	08 Feb 2018 12:10
Last Modified:	18 Mar 2021 15:31
URI:	https://shura.shu.ac.uk/id/eprint/18601

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