Assessing Programming Language Teaching during COVID19 with Blended Learning

Abstract

The COVID-19 pandemic has significantly impacted education worldwide and higher education institutions have seen a sudden shift to remote learning. Students have experienced various negative consequences from this emergency transfer, despite the fact that it was necessary for academic activities to continue. One course where students' learning experiences were significantly impacted was computer programming. Teaching computer programming courses to students has been a challenge for many college instructors. Blended learning in programming language teaching refers to an approach that combines traditional face-to-face instruction with online learning components. Therefore, with the abrupt transition from a traditional to a blended learning during the COVID-19 pandemic in 2023, this research is to integrate the experience of blending teaching in programming language courses at the Computer Science department, Suan Sunandha Rajabhat University. Findings show that the academic achievement results reveal that the average scores of the experimental group were significantly higher compared to the control group and the emergency blending teaching and learning of programming language primarily created challenges due to the deficit of the technological resources. This suggests that the blended learning strategy was successful in raising students' academic performance in programming language instruction. Furthermore, the notable score of 4.38 suggests that students appreciate the management of the blended learning environment, including aspects such as course organization, resource availability, and instructional support. Consequently, with these challenges, teachers should adapt their strategies based on student feedback and their own experiences to create a more effective blended learning environment for programming education.