Student and instructor perceptions of C as a first programming language in higher education in the Tanzanian context

Anna Kayanda; Kaanael Mbise

doi:10.51867/ajernet.7.2.91

Auteurs

Anna Kayanda College of Business Education, Tanzania https://orcid.org/0000-0002-1898-2706
Kaanael Mbise Institute of Accountancy Arusha, Tanzania https://orcid.org/0000-0001-5904-6474

DOI :

https://doi.org/10.51867/ajernet.7.2.91

Mots-clés :

C Programming Language, First Programming Language, Higher Education Students, Programming Language, Tanzania

Résumé

The selection of appropriate introductory programming languages for Information Technology students has been a topic of continuous concern in computing education research. In this study, we explore both students’ and lecturers’ perceptions of using C as a first programming language and its contribution to the perceived transferability of programming knowledge to other programming languages within Tanzanian higher learning institutions. The study targeted all 158 second- and third-year students of the Bachelor of Information Technology program at the Institute of Accountancy Arusha and the College of Business Education, as they have completed an introductory programming course using the C programming language. Data was collected from 96 second- and third-year students as well as 42 lecturers from Tanzanian higher learning institutions that teach C programming. A quantitative research design was employed, utilizing structured questionnaires for data collection from both students and lecturers. Descriptive analysis and separate regression models were used, given the importance of examining perceived differences in students’ (learning) and lecturers’ (teaching) perspectives regarding C programming. The results revealed that students perceived C as a fairly appropriate choice for a first programming language. Student-based regression analysis indicated that the perceived ease of learning C programming positively predicted the transferability of programming knowledge to other languages. Similarly, lecturer-based regression revealed a strong correlation between the perceived ease of teaching C programming and its transferability to other programming languages. It is important to note, however, that these models are based on perceptions rather than actual learning outcomes. Nonetheless, the study provides empirical evidence in the Tanzanian context, which has been an overlooked area in computing education research. Future research focusing on actual learning outcomes and comparative studies of different programming languages will be crucial for reinforcing the findings of this study. In terms of policy and practice, the findings underscore the need for curriculum designers and higher education institutions in Tanzania to critically reassess the selection of introductory programming languages with respect to both the student learning experience and the effectiveness of teaching. Policymakers are encouraged to promote curriculum reforms informed by robust evidence from comparative studies of programming languages and cross-platform skill transferability.

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