Department of Information Technology

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Browsing Department of Information Technology by Author "Abenga, Elizabeth"

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    Choosing tools of pedagogy (case of program visualization)
    (International Journal of Application or Innovation in Engineering & Management, 2012) Mutua, Stephen; Abenga, Elizabeth; Ogao, Patrick; Wabwoba, Franklin; Ikoha, Anselmo
    Computer aided learning has over time been integrated in traditional pedagogical approaches in order to improve the quality of education as well as skillful content acquisition. Several programs have been developed over time to be used in the classroom with the aim of improving on the mode of instruction. Program Visualization (PV) tools are an example of such developments with the desire of improving classroom experience during teaching/learning computer programming. Despite that the tools have posted positive results in various universities, teachers seem not to have widely accepted them. This paper seeks to establish the factors that influence the choice of a PV tool for teaching computer programming. The established list of factors indicates that they range from system based issues to other features beyond the system. From the results, it emerges that most teachers are not using emerging contemporary approaches but instead are making use of the traditional approach whose impact is less felt especially for technical courses like programming. These factors form part of taxonomy of PV tools for pedagogy.
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    Classifying program visualization tools to facilitate informed choices: teaching and learning computer programming
    (International Journal of Computer Science and Telecommunications, 2012) Mutua, Stephen; Wabwoba, Franklin; Ogao, Patrick; Anselmo, Peter; Abenga, Elizabeth
    Program Visualization (PV) is a technique that has been found useful in teaching computing programming. This has seen proliferation in development of PV tools with an aim of enhancing teaching/learning programming over the last two decades. However, the tools usage has remained minimal. Perhaps because it becomes challenging to ascertain the appropriate tool for the right task. This paper presents a classification of program visualization tools with the focus of aiding teachers and students in choosing the most appropriate tool for an interesting experience in the classroom. The paper is based on six various PV tools evaluated over a period of two consecutive academic years in a Kenyan public University. The classification augments the Price’s taxonomy of software visualization arm of PV by presenting four basic levels which are further subdivided into lower levels.
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    Teaching computer programming in the 21st century
    (International Journal of Science and Technology, 2011) Mutua, Stephen; Wabwoba, Franklin; Abenga, Elizabeth; Kilwake, Juma; Ogao, Patrick
    Over the years, research has shown that programming has proved to be a challenging task to many. Due to this, several program visualization tools have been developed to aid in teaching programming. This study aimed at assessing the impact of using programming visualization tools in the teaching and learning of computer Programming. An overview of the tools that were used during the study is given followed by review of literature on the benefits of PV tools in teaching Programming. The study is based on Edga Dale’s (1954) Cone of Experience, which forms the foundation of resource based learning theories. Literature reveals that the use of program visualization tools in teaching and learning Programming have posted positive results in various institutions. This is followed by a report of a study conducted using experimental research design approach. The same class was taught two programming introductory courses using BlueJ and Jeliot3 tools; and the performance of the students in the two courses was compared. In addition, during the classes, the covert-direct observation method was used to observe student interactions’ and behaviors as they programmed and solved problems during the lessons. Results revealed that these tools if effectively used can improve on the alertness of students, interest in the subject and ultimately positive results.