Title:
COMPUTER PROGRAMMING PEDAGOGY FOR ENHANCING LEARNERS PROBLEM SOLVING SKILLS IN MATHEMATICS LEARNING

Authors:
Vincent Sinonge Kanyata , Maybin Kabaso and Tarirayi Mukabeta ,Zimbabwe

Abstract:
Today’s learners and teachers have to shift from being programmed by computers to programming computers. This study explored Computer Programming as depicting pedagogy for mathematical concepts in the varied Zones of Proximal Development. It presents effects of knowledge of Computer Programming on grade 10 learners’ mathematical skills. The study sample comprised 20 learners divided equally into two groups. A pre-test and a post-test employed to both the experimental and control group to ascertain if they were comparable. Thereafter, a sequential case study research design was used comprising two tests, a questionnaire and an interview schedule respectively to determine the statistical significant relationship between the grade 10 learners’ knowledge of Computer programming and their problem solving skills in Mathematics. Results show a 3.4% improvement in performance of the experimental group. Assessment from the questionnaire found that 79.98 % of experimental group learners showed positive attitude towards learning Mathematics through Computer Programming. The interview affirmed Computer Programming as a learning tool.