Providing a motivational learning context through competitions in order to engage students in computing education in a VET course

Abstract

Student motivation enhances the learning process ensuring an effective education. One way of increasing student motivation specifically in the learning of programming is through competitions. This research investigates how competitions can encourage enthusiasm and engage students in the learning process, whilst strengthening the students’ programming skills when having tasks which are hands on and practical. It also examines how competitions not only provide opportunities for students to test their ability in designing, understanding, and implementing programming solutions to challenges using code, but also encourage collaborative team working. The research concern was approached through the qualitative paradigm as focus was given on how students interpret their learning experience and how they constructed their views towards programming competitions. This was done by conducting a case study. The designed competition spanned on three days and teams comprising of two participants were asked to complete a programming task using C#. The task followed the software development life cycle model consisting of problem analysis, design, implementation, and testing. The observations conducted were then used as a basis for a post-competition discussion in a form of focus group with the participants. The data gathered from the students’ observations and field notes during the competition, students’ artefacts, critical friend’s observation forms and the focus group discussions transcripts were then analysed using thematic analysis. This chosen analytic method allowed for themes to emerge from the data gathered. The results of this study show that competitions significantly increase the level of motivation towards programming. Moreover, participants managed to instil a sense of empowerment leading them to believe in their capabilities and develop their innate potentials to succeed. The level of enthusiasm was also inferred from the positive attitude experienced during the competition. Findings also show how competitions encourage active participation, regardless the fact that participants possess different programming abilities. Additionally, the results reveal that competitions do stimulate a cooperative environment for students to interact and learn from each other by working in a team. Moreover, when analysing students’ artefacts, one could notice that participants working in pairs and with mixed abilities did very well in the most challenging tasks.

Although this research shows that competitions do engage and promote enthusiasm in programming students, limitations were encountered such as the time allotted for the competition, team commitment and compatibility issues. It was recommended that students be taught to be more disciplined to use their time wisely and be trained to acquire all the skills needed for future employment including the evaluating of application and the communication of solutions.