Introduction

Learning programming languages is a critical component of information technology (IT)

education, equipping students with essential skills for successful careers in software
development, web development, and data analysis. Effective teaching methods play a pivotal role
in helping students grasp and apply programming concepts. This study aims to evaluate the
effectiveness of instructor-led programming language discussions as a teaching approach for
first-year IT students at Saint Vincent College Incorporated. By identifying the strengths and
areas for improvement in this method, the findings can enhance teaching practices and improve
the learning outcomes of IT students. Ultimately, this research has the potential to shape the
educational experience and better prepare students for future endeavors in the rapidly evolving
IT industry.
Programming is a fundamental skill in the IT field, essential for careers in software development,
web development, data analysis, and other related domains. Instructor-led discussions have
emerged as a promising approach, encouraging active participation, critical thinking, and
learning. While many studies have explored various teaching methods in programming
education, there is a noticeable lack of research specifically focused on the effectiveness of
instructor-led programming language discussions for first-year IT students. This study aims to
fill this gap by providing insights into the effectiveness of instructor-led discussions within the
context of Saint Vincent College Incorporated’s first-year IT program.
Qualitative research can offer a deeper understanding of students’ experiences, perceptions, and
the underlying factors contributing to their learning and engagement. This study will employ
qualitative methods to capture the nuances and complexities of the instructor-led discussion
approach, providing a comprehensive assessment of its effectiveness.
This study will contribute to programming education and inform teaching practices tailored to
the needs of first-year IT students at Saint Vincent College Incorporated. The findings may also
have implications for other educational institutions seeking to enhance their programming
language curricula and teaching methodologies. Ultimately, this research has the potential to
shape the educational landscape and better prepare students for successful careers in the dynamic
field of information technology.

Theoretical Framework
To enhance the learning experiences and outcomes of first-year IT students at Saint Vincent
College Incorporated, this research is grounded in a robust theoretical framework that draws
from established theories across various disciplines. This approach provides a comprehensive
understanding of the potential benefits and mechanisms of instructor-led programming language
discussions.
The constructivist learning theory posits that learners actively construct knowledge through their
experiences and interactions with their environment (Piaget, 1973; Vygotsky, 1978). Instructor-
led programming language discussions align with this approach, fostering active participation,
peer collaboration, and the co-construction of knowledge through dialogue and discourse.
Students become active participants in the learning process, building upon their existing
knowledge and experiences.
Bandura’s (1986) social cognitive theory emphasizes the interplay between personal factors,
environmental influences, and behavior in the learning process. Instructor-led discussions
provide a rich social learning environment where students can observe and learn from their
peers, instructors, and the interactive classroom dynamics. This social interaction facilitates the
acquisition of programming skills and concepts through modeling, vicarious learning, and the
exchange of ideas and experiences.
The cognitive load theory (Sweller, 1988) offers insights into effective instructional design,
suggesting that learning is optimized when cognitive load is managed and extraneous load is
minimized. Instructor-led discussions, when structured appropriately, can alleviate the cognitive
strain often associated with learning programming languages, particularly for novice learners. By
breaking down complex concepts into manageable segments and providing opportunities for
clarification and knowledge consolidation, these discussions can help manage cognitive load and
enhance the overall learning experience.
Mayer’s (2001) multimedia learning theory highlights the benefits of integrating multimedia
elements into instruction. Instructor-led discussions can incorporate visual aids, code examples,
and interactive demonstrations, catering to diverse learning styles and preferences. This multi-
modal presentation of information supports the acquisition and retention of programming
concepts, enhancing the overall effectiveness of the discussions.
Collaborative learning theory (Dillenbourg, 1999) supports the potential benefits of instructor-led
programming language discussions. By creating opportunities for students to work together,
share ideas, and learn from each other’s perspectives and experiences, these discussions promote
collaborative learning, knowledge sharing, and collaborative problem-solving—essential skills in
the field of programming.
The principles of student-centered learning (Lea et al., 2003) underscore the active role of
students in the learning process, where instructors act as facilitators rather than transmitters of
knowledge. Instructor-led programming language discussions align with this philosophy,
empowering learners to take ownership of their learning journey through active participation,
inquiry, and the co-construction of knowledge.

Review of Related Literature

Foreign Studies
Universities have introduced campus-wide programming courses to address the challenge of
students feeling intimidated by the English-language user interface and programming languages,
which often results in a lack of confidence and motivation (Calder, 2010; Chen et al., 2020). This
study employed a block programming interface to improve the learning environment, stimulate
interest in programming, and improve students’ impressions of programming difficulty. The
teaching model encouraged student interaction and discussion, fostering a learning atmosphere
that allows peer discussion and work sharing. This approach can enhance students’ expression,
problem-solving, and group cooperation skills. Flow chart programming with a block
programming interface helps students focus on understanding programming logic. Upon
completion, students can present their works on mobile phones and control hardware devices,
increasing engagement. Peer and teacher evaluations were used to analyze whether student
achievement, learning proficiency, and enthusiasm improved.
Local Studies
Similar to foreign studies, local universities have introduced campus-wide programming courses
to address challenges in programming education. The block programming interface was
employed to improve the learning environment, stimulate interest, and enhance students’
impressions of programming. The teaching model promoted interaction, discussion, and a
collaborative learning atmosphere, enhancing students’ expression, problem-solving, and
cooperation skills. Flow chart programming allowed students to focus on understanding
programming logic, with opportunities to present their works on mobile phones and control
hardware devices. Peer and teacher evaluations were used to assess improvements in student
achievement, learning proficiency, and enthusiasm.

Conceptual Framework
1. Instructor-Led Programming Language Discussions:
- Structure and organization
- Instructor’s skills
- Learning environment
- Integration of basic syntax concepts
- Opportunities for peer interaction and collaboration
2. Student Factors:
- Prior programming experience
 - Learning styles and preferences
- Motivation and engagement
- Demographic characteristics
3. Institutional and Course Factors:
- Course objectives and curriculum design
- Available resources and technology
- Class size and student-instructor ratio
- Assessment methods
4. Student Learning Outcomes:
- Understanding of programming concepts
- Application of programming skills
- Problem-solving and critical thinking abilities
- Collaboration and communication skills
5. Student Perceptions and Experiences:
- Engagement and motivation levels
- Confidence in programming abilities
- Perceived effectiveness of discussions
- Overall learning satisfaction
Relationships between Constructs:
1. Instructor-Led Programming Language Discussions (Independent Variable):
- The structure, facilitation, learning environment, and interactive elements directly influence
student learning outcomes and perceptions.
2. Student Factors (Moderating Variables):
- Students’ prior experiences, learning preferences, motivation, and demographic
characteristics can moderate the impact of instructor-led discussions on their learning outcomes
and perceptions.
3. Institutional and Course Factors (Moderating Variables):
 - The course design, available resources, class size, and assessment methods can moderate the
effectiveness of instructor-led discussions and their influence on student outcomes.
4. Student Learning Outcomes (Dependent Variables):
- The understanding of programming concepts, application of skills, problem-solving abilities,
and collaboration skills are influenced by the quality and effectiveness of instructor-led
discussions, as well as student and institutional factors.
5. Student Perceptions and Experiences (Dependent Variables):
- Students’ engagement, motivation, confidence, and overall satisfaction with the learning
experience are influenced by the instructor-led discussions and the interplay of student and
institutional factors.

Statement of the Problem

The primary research question for this study is:
- How effective are instructor-led programming language discussions in enhancing the
learning experiences and outcomes of first-year IT students at Saint Vincent College
Incorporated?
Sub-Questions:
1. What are the perceptions and experiences of first-year IT students regarding the effectiveness
of instructor-led programming language discussions in facilitating their understanding of
programming concepts?
2. How do instructor-led discussions impact students’ engagement, motivation, and interest in
learning programming languages?
3. How do factors such as the instructor’s facilitation skills, the structure and organization of the
discussions, and the learning environment influence the effectiveness of instructor-led
programming language discussions?
4. What specific aspects or elements of instructor-led discussions do students find most
beneficial or challenging in their learning process?

Objectives of the Study

Main Objective:
To analyze the effectiveness of instructor-led programming language discussions on the learning
experiences and outcomes of first-year IT students at Saint Vincent College Incorporated.
Specific Objectives:
1. Evaluate Student Understanding:
- To assess the impact of instructor-led programming language discussions on the
understanding of programming concepts among first-year IT students.
2. Measure Student Engagement and Motivation:
- To measure how instructor-led programming language discussions influence student
engagement and motivation in learning programming languages.
3. Identify Effective Teaching Practices:
- To identify the specific elements of instructor-led programming language discussions that
contribute to effective learning and student satisfaction.
4. Assess Problem-Solving and Critical Thinking Skills:
- To determine the effect of instructor-led programming language discussions on the
development of problem-solving and critical thinking skills related to programming.
5. Gather Student Perceptions:
- To gather and analyze first-year IT students’ perceptions and experiences regarding the
effectiveness of instructor-led programming language discussions.
6. Analyze Moderating Factors:
- To analyze how factors such as the instructor’s facilitation skills, discussion structure, and
learning environment influence the effectiveness of instructor-led programming language
discussions.

Scope and Limitations

The study focuses on first-year IT students at Saint Vincent College Incorporated, specifically
examining the effectiveness of instructor-led programming language discussions. It assesses the
impact of these discussions on students’ understanding of programming concepts, problem-
solving skills, collaboration, communication, engagement, and motivation. The research employs
qualitative methods, including interviews, focus groups, observations, and document analysis,
and is conducted during a specific academic term or year.
The study has several limitations. The findings may not be generalizable to other institutions or
contexts due to differences in student populations, resources, and curricula. The qualitative
nature of the research introduces potential bias and subjectivity. Additionally, the study is limited
to first-year IT students at a single institution, which may not represent other academic programs
or levels. Resource constraints and variability in instructors’ teaching styles and skills may also
affect the results. Furthermore, the research captures only a specific time frame, potentially
missing long-term variations in effectiveness. Lastly, the validity and reliability of the research
instruments are influenced by the quality of the data collection process.