| Peer-Reviewed

Multimodal Instructional Approach: The Use of Videos, Games, Practical and Online Classroom to Enhance Students’ Performance in Programming Languages

Received: 23 October 2019     Accepted: 20 November 2019     Published: 26 November 2019
Views:       Downloads:
Abstract

Multimodal teaching and learning via visual (video), sound (music), movement (amination), print-based text, and technology for students has great impact on content delivery if teachers teaching programming language realize its potency. Inclusion of multimodality in curriculum would enhance diversity of learning process. In this study, the author looked into the use of different modes of approaches (Multimodal Approaches) to produce desired result better more realistic and dynamic to the use of a single (monomodal) approach or mode. The study exposed students to the use of: video mode, game mode, practical mode and online classroom mode in learning a programming language. The degree students formed the target population. Data collection was done in three bases: paper data collection for videos and games, practical data for the practical classes while data was collected electronically for online classroom respectively. Quantitative analysis results of the data revealed that employing multiple modes (multimodality) for instructional supports to enhance learning programming language gave teachers opportunities to help them gain nuanced understanding of codes, powerfully express what they learned, and discover a psychological refuge. Importantly, multimodal teaching approach was found to enhance programming sense of accomplishment and self-esteem.

Published in American Journal of Software Engineering and Applications (Volume 8, Issue 2)
DOI 10.11648/j.ajsea.20190802.12
Page(s) 44-49
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Multimodal, Teaching, Learning, Programming Language and Classroom

References
[1] Abimbola, I. O. (2001) Fundamental Principles and Practice of Instruction Ilorin. Belodan [Nig] Enterprises & Tunde – Babs Printers.
[2] Abullahi, M.(1998) An Introduction to aspect of Educational Technology. Kano. Gidan Dabino Publishers.
[3] Andersen, N. (2009). Learning Materials for Education Excellence: University of Nairobi: Oxford Publishing House, PP 24.
[4] Dann, W., Cooper, S. & Pausch, R. (2001). Using visualization to teach novices recursion. Proceedings of the 6th Annual Conference on Innovation and Technology in Computer Science Education. SIGCSE Bull. 33, 3 (Sep. 2001), (pp. 109–112). Canterbury: ACM. DOI=http://doi.acm.org/10.1145/507758.377507
[5] Evropi Stefanidi, Michalis Foukarakis, Dimitrios Arampatzis, Maria Korozi, Asterios Leonidis and Margherita Antona (2019): A Multimodal Approach for Programming Intelligent Environments. Proceedings of the 11th International Conference on Pervasive Technologies Related to Assistive Environments (PETRA 2019). Pp. 50–57.
[6] Fang-O Kuo, Pao-Ta Yua, Wei-Hung Hsiao (2015): Develop and evaluate the effects of multimodal presentation system on elementary student learning effectiveness: within classroomEnglish learning activity. Procedia - Social and Behavioral Sciences 176 (2015) Pp. 227 – 235. ScienceDirect Elsevier.
[7] Fawaz Alajmi and Ahmad Alkhatib (2015): Enhanced Teaching Model (ETM) for Teaching Programming Languages. International Journal of Computer Applications (0975 – 8887) Volume 121 – No. 20. Pp. 13-24.
[8] Gomes, A., Areias, C. M., Henriques, J. & Mendes, A. (2008). Aprendizagem de programação de computadores: dificuldades e ferramentas de suporte. Revista Portuguesa De Pedagogia, 42, 2, 161–179.
[9] Lahtinen, E., Mutka, K. A. & Jarvinen, H. M. (2005). A study of the difficulties of novice programmers. In Proceedings of the 10th Annual SIGSCE Conference on Innovation and Technology in Computer ScienceEducation (ITICSE 2005). Monte da Caparica, Portugal, June 27–29, 2005 (pp. 14–18). New York: ACM Press.
[10] Lindholm, J. A., Szelényi, K., Hurtado, S., & Korn, W. S. (2005). The American college teacher: National norms for the 2004-2005 HERI faculty survey. Los Angeles, CA: University of California, Los Angeles, Higher Education Research Institute. Retrieved from http://www.heri.ucla.edu/PDFs/pubs/ FAC/Norms/Monographs/TheAmericanCollegeTeacher2004To2005.pdf
[11] Marchetti, L. and Cullen, P (2014) A multimodal Approach in the Classroom. Chronicle of Higher Education.
[12] Mia Heikkilä Iand Linda Mannila (2018): Debugging in Programming as a Multimodal Practice in Early Childhood Education Settings. Multimodal Technologies and Interaction. Pp 1-20.
[13] Miliszewska, I. & Tan, G. (2007). Befriending computer programming: a proposed approach to teaching introductory programming. Journal of Issues in Informing Science & Information Technology, 4, 277–289.
[14] Nishikant, S. (2009). The paradigm shift for adult education: from educational slavery to learning freedom of human brain with synaptic learning. In T. Kidd (Ed.), Online education and adult learning: Newfrontiers for teaching practices. Hershey, PA: IGI Global.
[15] O’Kelly, J. & Gibson, J. P. (2006). RoboCode & problem-based learning: a non-prescriptive approach to teaching programming. In Proceedings of the 11th Annual SIGCSE Conference on Innovation and Technologyin Computer Science Education (Bologna, Italy, June 26–28, 2006) (pp. 217–221). ITICSE ‘06. New York: ACM.
[16] Parisa Kordjamshidi, Taher Rahgooy and Umar Manzoor (2017): Spatial Language Understanding with Multimodial Graphs using Declarative Learning based programing. Proceeding of the 2nd Workshop on structural prediction for Natural Language processing. Pp. 33-43.
[17] Paullinus, J. E. (2006) Issues in Educational Technology. Uyo: Abam Publishing Co.
[18] Ragan (1998) Language Learning Online: Towards Best Practice. Retrieved on line 20th May, 2017 from www.book.google.com.ng
[19] Robins, A., Rountree, J., & Rountree, N. (2003). Learning and Teaching Programming: A Review and Discussion. Computer Science Education, 13 (2): 137-173.
[20] Rosihan Ari and DwiMaryono (2016): Robomind Utilization to Improve Student Motivation and Concept in Learning Programming. Prosiding ICTTE FKIP Vol 1, Nomor 1, Januari 2016 Halaman. Pp. 962-966.
[21] Rowntree (1991) Teaching through Selijinstruction. Retrieved on line 20th May, 2017 from www.book.google.com.ng
Cite This Article
  • APA Style

    Ismail Olaniyi Muraina, Adegboyega Adegboye, Michael Abejide Adegoke, Joseph Bankole Olojido. (2019). Multimodal Instructional Approach: The Use of Videos, Games, Practical and Online Classroom to Enhance Students’ Performance in Programming Languages. American Journal of Software Engineering and Applications, 8(2), 44-49. https://doi.org/10.11648/j.ajsea.20190802.12

    Copy | Download

    ACS Style

    Ismail Olaniyi Muraina; Adegboyega Adegboye; Michael Abejide Adegoke; Joseph Bankole Olojido. Multimodal Instructional Approach: The Use of Videos, Games, Practical and Online Classroom to Enhance Students’ Performance in Programming Languages. Am. J. Softw. Eng. Appl. 2019, 8(2), 44-49. doi: 10.11648/j.ajsea.20190802.12

    Copy | Download

    AMA Style

    Ismail Olaniyi Muraina, Adegboyega Adegboye, Michael Abejide Adegoke, Joseph Bankole Olojido. Multimodal Instructional Approach: The Use of Videos, Games, Practical and Online Classroom to Enhance Students’ Performance in Programming Languages. Am J Softw Eng Appl. 2019;8(2):44-49. doi: 10.11648/j.ajsea.20190802.12

    Copy | Download

  • @article{10.11648/j.ajsea.20190802.12,
      author = {Ismail Olaniyi Muraina and Adegboyega Adegboye and Michael Abejide Adegoke and Joseph Bankole Olojido},
      title = {Multimodal Instructional Approach: The Use of Videos, Games, Practical and Online Classroom to Enhance Students’ Performance in Programming Languages},
      journal = {American Journal of Software Engineering and Applications},
      volume = {8},
      number = {2},
      pages = {44-49},
      doi = {10.11648/j.ajsea.20190802.12},
      url = {https://doi.org/10.11648/j.ajsea.20190802.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajsea.20190802.12},
      abstract = {Multimodal teaching and learning via visual (video), sound (music), movement (amination), print-based text, and technology for students has great impact on content delivery if teachers teaching programming language realize its potency. Inclusion of multimodality in curriculum would enhance diversity of learning process. In this study, the author looked into the use of different modes of approaches (Multimodal Approaches) to produce desired result better more realistic and dynamic to the use of a single (monomodal) approach or mode. The study exposed students to the use of: video mode, game mode, practical mode and online classroom mode in learning a programming language. The degree students formed the target population. Data collection was done in three bases: paper data collection for videos and games, practical data for the practical classes while data was collected electronically for online classroom respectively. Quantitative analysis results of the data revealed that employing multiple modes (multimodality) for instructional supports to enhance learning programming language gave teachers opportunities to help them gain nuanced understanding of codes, powerfully express what they learned, and discover a psychological refuge. Importantly, multimodal teaching approach was found to enhance programming sense of accomplishment and self-esteem.},
     year = {2019}
    }
    

    Copy | Download

  • TY  - JOUR
    T1  - Multimodal Instructional Approach: The Use of Videos, Games, Practical and Online Classroom to Enhance Students’ Performance in Programming Languages
    AU  - Ismail Olaniyi Muraina
    AU  - Adegboyega Adegboye
    AU  - Michael Abejide Adegoke
    AU  - Joseph Bankole Olojido
    Y1  - 2019/11/26
    PY  - 2019
    N1  - https://doi.org/10.11648/j.ajsea.20190802.12
    DO  - 10.11648/j.ajsea.20190802.12
    T2  - American Journal of Software Engineering and Applications
    JF  - American Journal of Software Engineering and Applications
    JO  - American Journal of Software Engineering and Applications
    SP  - 44
    EP  - 49
    PB  - Science Publishing Group
    SN  - 2327-249X
    UR  - https://doi.org/10.11648/j.ajsea.20190802.12
    AB  - Multimodal teaching and learning via visual (video), sound (music), movement (amination), print-based text, and technology for students has great impact on content delivery if teachers teaching programming language realize its potency. Inclusion of multimodality in curriculum would enhance diversity of learning process. In this study, the author looked into the use of different modes of approaches (Multimodal Approaches) to produce desired result better more realistic and dynamic to the use of a single (monomodal) approach or mode. The study exposed students to the use of: video mode, game mode, practical mode and online classroom mode in learning a programming language. The degree students formed the target population. Data collection was done in three bases: paper data collection for videos and games, practical data for the practical classes while data was collected electronically for online classroom respectively. Quantitative analysis results of the data revealed that employing multiple modes (multimodality) for instructional supports to enhance learning programming language gave teachers opportunities to help them gain nuanced understanding of codes, powerfully express what they learned, and discover a psychological refuge. Importantly, multimodal teaching approach was found to enhance programming sense of accomplishment and self-esteem.
    VL  - 8
    IS  - 2
    ER  - 

    Copy | Download

Author Information
  • Department of Mathematical Science, Achievers University, Owo, Nigeria

  • Department of Mathematical Science, Achievers University, Owo, Nigeria

  • Department of Computer Science, Bells University, Ota, Nigeria

  • Department of Computer Science & Engineering, Rufus Giwa Polytechnic, Owo, Nigeria

  • Sections