CHAPTER I

INTRODUCTION

This chapter serves as an introduction to the research and provides an outline,

divided into several key sections: background of the study, statement of the

problem, scope and limitation of the study, and significance of the study.

Background of the Study

Since the rise of smartphones and computers, Senator Win Gatchalian has

urged the Department of Education (DepEd) to incorporate coding into the basic

education curriculum. On Monday, he commended the department for fully

implementing its inclusive literacy program (Gonzales, 2018). He stated, "To

produce graduates who are proficient in digital skills and prepared for success in

the modern world, it is essential to start teaching students coding and other

computer skills from an early age."

Computer programming is the process of writing code to facilitate specific

actions in a computer, application or software program, and instructs them on how

to perform. Computer programmers are professionals that create instructions for a

computer to execute by writing and testing code that enables applications and

software programs to operate successfully (Cote., 2022). These instructions,

known as code, are written in programming languages such as Python, Java, C++,

or JavaScript. Programming involves designing algorithms, expressing them in a

programming language, testing and debugging code, and often collaborating with

1
others to create software applications, websites, games, and other digital solutions.

Programmers use a combination of logic, problem-solving skills, and creativity to

develop efficient and reliable software that meets the needs of users and

organizations.

Programming Skills play a crucial role in any computer engineering

student's life to apply the concepts in solving any real-world problem as well to

crack a secure job in the dream company. To achieve this, they should assess their

performance in programming, analyze and improve their skills regularly

(Morampudi et al., 2022).

However, learning programming skills can pose challenges due to the

complexity of features and codes. One solution to this hurdle is to adopt teaching

methods that simplify concepts and improve comprehension for students. These

methods may include Traditional Lecture-Based Teaching, Project-Based

Learning, Flipped Classroom, Pair Programming, Problem-Solving Challenges,

Online Courses and Tutorials, Game-Based Learning, Peer Instruction, Code

Reviews, and Experiential Learning.

The researchers undertake this study with the primary objective of

equipping teachers with a valuable teaching method that could significantly

benefit both educators and students alike. By conducting thorough research and

analysis, the intention was to develop a teaching approach that would empower

teachers to effectively impart programming skills to their students. Recognizing

the increasing importance of programming in modern education and the

workforce, the study aimed to provide educators with innovative tools and

2
techniques to engage students and facilitate their learning in this critical field.

Furthermore, the ultimate goal was to enhance students' programming skills by

offering them a structured and effective learning experience. Through the

implementation of the proposed teaching method, students would be encouraged

to actively participate in their own learning process, leading to improved

comprehension, retention, and application of programming concepts. By bridging

the gap between theoretical knowledge and practical application, this study sought

to equip students with the necessary skills to excel in a technology-driven world

while simultaneously empowering teachers to be effective facilitators of this

essential learning journey.

Statement of the problem

This study is aimed to determine the effectiveness of activity-based teaching

method to enhance the programming skills of Web Application Development

(WAD) 1 students in ACLC College of Tacloban. Specifically, it aims to answer

the following questions.

1. What is the number of teachers who are currently utilizing the activity-

based teaching method in ACLC's web application?

2. What is the impact of utilizing the activity-based teaching method?

3. How can the utilization of the activity-based teaching method benefit

both teachers and students within ACLC's web application

3
Scope and Limitation of the Study

This study focuses on determining the effectiveness of utilizing activity-

based teaching method for enhancing the programming skills of WAD 1 students

at ACLC College of Tacloban, Real St. The objective involves creating a survey

encompassing the teaching methods, collecting attendance and grades data of

WAD 1 students, and comparing the gathered data to determine the most suitable

approach for improving programming skills among WAD 1 students.

Through this analysis, the study aims to provide valuable insights into

optimizing the teaching methodologies tailored to the specific needs of

programming education in this academic setting.

This study specifically excludes other programming courses and teaching

method due to its primary focus on the activity-based teaching method in

enhancing the skills of WAD students, particularly first-year students. The

rationale behind this decision is the recognition of the complexity involved for

freshmen in WAD courses.

Significance of the Study

This study aims to determine the effectiveness of utilizing the activity-based

teaching method in enhancing the programming skills of WAD 1 students.

Moreover, the outcome of the study is relevant to the following:

4
 Students. who will benefit from this study may have a more engaging and

interactive learning experience that may enhance their mastery over classes and

web application development.

Teachers. This paper will provide educators with practical guidance on

integrating the teaching methods highlighted within its content into their

instructional approaches. By studying the insights and methodologies presented,

teachers can readily incorporate these diverse approaches into their teaching

practices.

School Administrators. This study could aid in enhancing the existing

curriculum and formulating strategies to foster a more conducive learning

environment. Additionally, it may contribute to refining teaching methods and

practices to facilitate better learning outcomes.

Community. This study benefits the community by fostering a greater

number of individuals proficient in programming, thereby enabling them to

contribute more effectively to the community's needs.

Future Researchers. This study sets the groundwork for future research

to further investigate the effectiveness of various teaching approaches in

improving the programming abilities of WAD students at ACLC College of

Tacloban, examining factors like individual learning styles, instructional

materials, teaching methods, long-term impacts, and comparisons with other

educational settings.

5
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter delves into the relevant literature, following a comprehensive

and meticulous search conducted by the researcher, providing guidance for the

study's completion. Within this chapter, the Theoretical and Conceptual

Framework are also incorporated.

Related Literature

Programming is often seen as a difficult subject to teach and keep

students engaged and motivated about. Also programming results are frequently

found to be lower than for other subjects (Albinson, 2016). To avoid these

problems, it is a must to find a suitable teaching method in enhancing the students’

skills.

According to the research by Zhang et. al. (2013), Instructors use

different approaches to teaching this course: some lecturing and assigning

programming exercises, others only assigning programming exercises without

lectures. This study examines how these two teaching methods impact learning

outcomes through data collection.

6
 The focus of teaching methods in Ghana now has been teaching that

allows the interest and needs of students to be the center of teaching and learning.

One of the popular teaching methods which makes this basic aim of education

possible to reach in this modern era is the use of activity-based teaching method

(Sarpong et. al., 2020). The research revealed that employing an activity-based

teaching approach yielded numerous benefits for students across all levels and

grades in social studies. These advantages encompass the cultivation of high-order

thinking abilities, enhanced retention of social studies concepts, increased

classroom engagement, sustained interest, and optimized potential for academic

success.

Programming compared the effectiveness of traditional lecture-based

instruction to a multimedia learning approach in an introductory computer

programming topics course. Conducted a controlled experiment with two groups of

students: one group received traditional lecture-based instruction, while the other

group received instruction supplemented with multimedia resources such as videos,

animations, and interactive simulations. The study measured students' learning

outcomes, including exam scores and retention of knowledge, to evaluate the

effectiveness of each teaching method (Danner et al. 2017).

Ibrahim et al. (2013) conducted a study entitled “ "The Effectiveness of

Traditional and Innovative Teaching Methods on Students' Achievements in

Computer Programming” The effectiveness of various teaching methods on

students' performance in computer programming. It specifically compares

traditional lecture-based teaching with innovative approaches like problem-based

7
learning, flipped classrooms, and interactive tutorials. Through thorough analysis,

the study evaluates students' programming abilities, grasp of concepts, and overall

academic success to ascertain the impact of different instructional strategies. The

results offer valuable insights into how different teaching methods affect students'

achievements in computer programming courses.

Research Studies

Programming has been a challenging subject for students. A programmer must

have strong analytical and reasoning skills to program effectively. To learn computer

programming is part of many study programmers in higher education. A multitude of reports of

high failure and dropout rates (Ben-Ari Citation1998; McCracken et al. Citation2001; Robins,

Rountree, and Rountree Citation2003; Lister et al. Citation2004; Kinnunen and

Malmi Citation2006; Kinnunen Citation2009; Sorva Citation2013) indicate that students

experience computer programming to be difficult. Students need to learn, both the theoretical

foundations and the practice required when programming a computer. A very important learning

activity in computer programming courses is that students work with programming assignments

in the computer laboratory. This is intended to help consolidate theoretical understanding of

programming and to train the skills to solve programming problems in practice . Despite the

strong need, there have not been any studies to identify the major challenges faced by

programming students. Such a study can help instructor in development of appropriate

materials and planning of lectures accordingly.

Programming is the core of computer education and it develops the ability in the

students to solve problems and polish their analytical capabilities. An introductory

8
programming course lays the foundation for subsequent courses in the degree program.

Realizing the challenges, most of the educational institutes are revising the contents of

their introductory programming course (Koulouri et al., 2015). It is also essential to think

about the first programming language that should be taught to students (Sheikh & Islam,

2016). Different choices such as C/ C++, C#, Java and Python are available. Despite the

challenging nature of programming course, there is lack of studies to analyze what are the

actual challenges that students faces while studying programming course. To be precise,

what concepts are the most difficult for students to grasp, and what are the strategies that

help students in easily learn programming.

Theoretical Framework

The study was based on the learning theories of Dewey, Piaget, Vygotsky,

and Burner’s Constructivist Learning Theory. The constructivist theory is based

around the idea that learners are active participants in their learning journey;

knowledge is constructed based on experiences (Kurt, 2021). As individuals

encounter new events, they contemplate their experiences and integrate fresh ideas

with what they already know. Through this process, learners construct schemas to

structure their accumulated knowledge.

According to the study of Makewa (2019), Constructivism theory states that

learning occurs when one constructs both mechanisms for learning and his or her

own unique version of the knowledge. It states that knowledge must be

constructed by the learner. The teacher can only assist the learner to do the

construction. The process of knowledge construction is dynamic, demanding

9
active involvement from learners who take responsibility for their own learning,

while teachers facilitate an effective learning environment. As both students and

teachers integrate technology into the learning process, these skills become

indispensable, with technology serving as a learning aid. Technology can act as a

coach, pinpointing issues and providing ample opportunities for rehearsal,

practice, and support to achieve tasks. It has the potential to amplify students'

cognitive abilities.

In the study of Mcleod (2024), Constructivism is a learning theory that

emphasizes the active role of learners in building their own understanding. Rather

than passively receiving information, learners reflect on their experiences, create

mental representations, and incorporate new knowledge into their schemas. This

promotes deeper learning and understanding.

The biggest criticism of constructivist learning is its lack of structure. Some

students need highly structured and organized learning environments to thrive,

and constructivist learning focuses on a more laid-back method to help students

engage in their own learning (WGU, 2020). While this approach encourages

students to engage actively in their learning process, some individuals may

struggle without clear guidelines and structure. Additionally, the devaluation of

traditional grading in constructivist classrooms may result in students falling

behind and failing to meet standardized requirements. However, for those aspiring

to become educators, obtaining a degree is crucial for embarking on a successful

teaching career. Moreover, understanding various learning theories, including

10
 constructivism, is essential for creating effective teaching strategies that cater to

diverse student needs and preferences.

According to the study of Seeram (2024), Correlation Research Design is a

type of nonexperimental research that facilitates prediction and explanations of

the relationship among variables. Literature on correlation research is sparse;

however, a detailed account of this methodology can be found in some texts.

Researchers use a correlation research design to measure 2 variables to investigate

the extent to which the variables are related.

Conceptual Framework

Figure 1. Schematic Diagram of the Conceptual Framework

INPUT THROUGHPUT OUTPUT

1. Instructors Assessing the

currently utilizing feedback gathered Identified
activity-based from instructors correlation
teaching method. and WAD between activity-
2. Academic students, along based and the
Performance of with analyzing the traditional
WAD students. academic lecture-based
3. Impact of performance data teaching method.
utilizing activity- of WAD students
based teaching
Hypothesis (Grades and
method.
attendance).

Hypothesis

11
Null Hypothesis (H0): There is no significant difference in the programming

skills improvement between WAD students who receive traditional teaching

methods and those who undergo activity-based teaching methods.

Alternative Hypothesis (Ha): There is a significant difference in the

programming skills improvement between WAD students who receive traditional

teaching methods and those who undergo activity-based teaching methods.

Definition of Terms:

To aid comprehension of this study, various terms utilized are operationally

defined as follows:

Activity-Based Teaching Method - Teaching method centered around activity.

Code- A set of instructions written in a programming language that directs a

computer to perform specific tasks or operations.

Coding- Programming or writing instructions for computers.

Computer Programming- The process of designing and creating sets of

instructions, known as code, that enable computers to perform specific tasks or

functions.

Feedback- Responses or reactions provided by individuals, typically students

or instructors, regarding a particular experience, such as a learning activity,

course, or teaching method. Feedback can include comments, opinions,

12
suggestions, and evaluations, which are used to assess performance, improve

understanding, and guide future actions or decisions.

Instructors- Educators or teachers who provide instruction and guidance to

students in various subjects or disciplines. In the context of a web application

development curriculum, instructors would be professionals with expertise in

programming, web development, and related technologies, responsible for

delivering course content, facilitating learning activities, and assessing student

progress.

Technology- Technology refers to tools and devices made by people to solve

problems and make things easier. In education, it includes digital tools like

computers, software, and online platforms used for teaching and learning.

Web Application Development (WAD)- A structured plan of study that

covers the knowledge and skills required for designing, building, and deploying

web-based applications. This curriculum typically includes topics such as

programming languages (e.g., HTML, CSS, JavaScript), web development

frameworks (e.g., React, Angular, Vue.js), database management systems, server-

side scripting, security considerations, and user experience design. It aims to

prepare students for careers in web development by providing them with a

comprehensive understanding of the tools and techniques used in the field.

13
 CHAPTER III

METHODOLOGY

This chapter provides an in-depth overview of the research study's design,

the population and sampling methods employed, the study's instrument (a

questionnaire), the procedure for data collection, the method of data analysis,

assessments of the study's reliability and validity, and ethical considerations.

Research Design

This study will be utilized the quantitative research while implementing a

descriptive correlation research design, according to the study of Eckel (2023),

Correlation research is a type of research design used to examine the relationship

between two or more variables. In correlational research, researchers measure the

extent to which two or more variables are related, without manipulating or

controlling any of the variables.

14
 Correlational research is most useful for purposes of observation and

prediction. Researcher's goal is to observe and measure variables to determine if

any relationship exists. In case there is some association, researchers assess how

strong it is. As an initial type of research, this method allows you to test and write

the hypotheses. Correlational study doesn’t require much time and is rather cheap.

Locale of the Study

This study will take place at ACLC College in Tacloban City, which

comprises three primary campuses. The first campus, ACLC Del Pilar, is situated

on M.H. Del Pilar St., Downtown, Tacloban City, Leyte, in close proximity to

ACLC Zamora and Hotel XYZ. The second campus, ACLC Zamora, is located on

Zamora St., Downtown, Tacloban City, 6500 Leyte, adjacent to the Samsung

Service Center/Cellcom. Lastly, ACLC Real, the third campus, is located near

McDonald’s Real Branch, Puregold Tacloban Real Branch, and RL Appliance

Inc., situated at 352 Real St., Tacloban City.

A member of the AMA Education System (AMAES) founded by Dr.

Amable R. Aguiluz V – the father of IT education in the Philippines. Established

in 1986, ACLC stands for AMA Computer Learning Center, as it was originally a

computer training center offering skill-based courses on computer hardware and

software. To date, ACLC remain to be a popular choice for TESDA Short Courses

15
in the Philippines. Due to the TESDA having the curriculum of WAD and is also

one of the most populated schools in Tacloban City, the researchers selected this

institution as the study's setting due to its status as a computer school, where

students have extensive exposure to technology.

Figure 2.

ACLC College of Tacloban Campuses

Source: https://www.google.com/maps/place/ACLC+College+Tacloban/

16
 Respondents of the Study

The participants in the study will consist of students enrolled in Web Application

Development (WAD) courses during the academic year 2023-2024 at ACLC College of Tacloban

City, as well as the instructors responsible for teaching programming to all WAD students. The

rationale for selecting WAD students from ACLC College of Tacloban is rooted in the presence

of the WAD curriculum at the institution and its status as one of the most populous schools in

Tacloban. The total population size of the WAD first year students is 150 and 11 for

instructors, with a computed sample size of 190 and 11 for instructors. To acquire the sample

size, Slovin’s Formula was used to compute the sample size rather than Krejci & Morgan’s

Formula as the population size does not exceed the number 200.

Using Slovin's Formula, the sample size can be computed as follows:

N
n= 2
1+ N e

Where:

n – is the sample size

N – the population size

e – the margin of error which is 5% or 0.05

To solve for the Sample Size, substitute all the variables with the gathered sum of the

population size of WAD students and IT instructors.

1 50 11
n= 2
n= 2
1+150 (0.05) 1+11(0.05)

17
 Once the substitution is done, the computation will begin

1 50 11
n= n=
1+1 50(0.0025) 1+11(0.0025)

1 50 11
n= n=
1. 38 1.03

n=108.69565217391 n=10.679611650485

The research will use a probability sampling method to eliminate a sampling bias, as

simple random sampling will be used to ensure that everyone in the population will have the

same probability of being picked. The researchers will distribute a survey via Google Form to

every WAD section until the desired number of participants is reached.

Research Instrument

The study's findings will be gathered through a survey questionnaire. All

questionnaire responses will be stored in a Google Sheet accessible only to the

researchers. Data will be tabulated and scored once the required number of

respondents is reached, using MS Excel. The interpretation of the study will be

guided by the issues identified by the researchers.

Similarly, the purpose of employing a survey is to evaluate and assess the

relationship between written instructor feedback and the academic performance of

Web Application students. The survey questionnaire questions will be adapted

18
 from various existing research studies on similar topics, with the researchers

making modifications to align certain parts with their statement of the problem.

Data Collection Procedure

Before initiating data collection, the researchers will draft a permission

letter to be endorsed by the Research Professor, the Dean of the College of AMA

Computer Learning College of Tacloban City, and the Advisory Teachers of Web

Application Development Students, seeking their consent to conduct the study.

Additionally, they will compose a letter to be submitted to the College Registrar,

requesting permission to access accurate data for the researchers to utilize the

General Weighted Average of the WAD students for better correlation analysis

with written instructor feedback. The researchers will personally deliver the

request letter along with copies of the survey form link. The questionnaire will be

in English, and responses will be collected from all age groups in the population.

Participants will be required to provide consent before completing the survey,

facilitated through a consent form provided by the research team. This form will

furnish participants with all necessary information regarding survey instructions,

their role in the study, and the confidentiality measures in place to safeguard

collected data.

Data Analysis Procedure

The study's findings will be derived from a survey questionnaire. All

questionnaire data will be stored in a Google Sheet accessible only to the

researchers, and tabulation and scoring will occur once the required number of

19
 respondents is reached, using MS Excel. The interpretation of the study will be

guided by the issues identified by the researchers.

To obtain the required results, the researcher will employ Descriptive

statistics to understand the data's characteristics and test hypotheses to draw

conclusions about the population. Additionally, they will use the Pearson

Correlation Coefficient to determine whether there is a correlation between the

feedback of both instructors and WAD students. MS Excel will be utilized to

compile and tabulate the collected data, alongside other programs to assist in

tabulation. The following indicators are adapted from Cadiz-Gabejan &

Takenaka's (2021) study and learn and Jaadi (2019) Everything you need to know

about interpreting correlations will be used for the interpretation of data for data

analysis.

Table 1.

Likert scale Data interpretation

Score Mean Interpretation

5 4.51 - 5.00 Extremely Interested

4 3.51 - 4.50 Highly Interested

3 2.51 - 3.50 Moderately Interested

2 1.51 - 2.50 Slightly Interested

20
 1 1.0 - 1.50 Not Interested

Figure 4

Formula for Weighted Mean

Table 2

Pearson r Coefficient Data Interpretation

21
 https://towardsdatascience.com/eveything-you-need-to-know-about-interpreting-correlations-

2c485841c0b8

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and data interpretation gathered from the conducted

survey, focusing on analyzing the relationship between the activity-based teaching method and

the enhancement of programming skills among first-year WAD students in ACLC College of

Tacloban. The data found in this study is arranged according to the statement of the problem.

However, due to students’ unavailability and missed timings the researchers were not able to

reach the target of 109 for students and 11 for instructor respondents, and have instead only

reached 41 for students and 7 for instructors, with missing respondents of 68 for students and 3

for instructors.

1. The level of WAD students interested in activity-based teaching method.

Table 3

22
 Strongly Disagree Neutral Agree Strongly Weighted Interpretation
Questions/Survey’s disagree (2) (3) (4) agree Mean
(1) (5)

1. The activity-based 5 1 14 20 1 3.27 Moderately

teaching methods used Interested
in my programming
classes are engaging.
2. Frequently 2 1 19 18 1 3.37 Moderately
participate in Interested
classroom activities
designed to enhance
my programming skills.

3. Activity-based 2 2 15 21 1 3.41 Moderately

teaching methods have Interested
improved my
programming skills.

4. Compared to 2 5 15 17 2 3.29 Moderately

traditional lecture- Interested
based teaching,
activity-based teaching
is more effective in
helping me understand
programming concepts.

5. The aspects of 2 1 14 19 5 3.59 Highly

activity-based teaching Interested
are beneficial for
learning programming.

6. I feel confident 2 2 17 18 2 3.39 Moderately

applying the Interested
programming skills
learned through
activity-based methods
to real-world projects

7. I frequently use the 3 1 16 16 5 3.46 Moderately

skills learned from Interested
activity-based exercises
in my personal or
academic projects.

8. I am satisfied with 4 2 15 19 1 3.27 Moderately

23
 the activity-based Interested
teaching method in my
programming courses.

9. Activity-based 2 4 16 16 3 3.34 Moderately

teaching methods have Interested
increased my
confidence in my
programming skills.

10. I believe there are 2 3 14 15 7 3.54 Highly

ways to improve the Interested
activity-based teaching
methods to better
enhance programming
skills.

OVERALL: 3.39 Moderately

Interested

2. The level of instructors interested in Activity-Based Teaching Method.

Table 3

Strongly Disagree Neutral Agree Strongly Weighted Interpretation

Questions/Survey’s disagree (2) (3) (4) agree Mean
(1) (5)

1. I find that activity- 0 0 0 0 35 5.00 Extremely

based teaching Interested
methods increase
student engagement in
my classes.

2. Activity-based 0 0 0 0 35 5.00 Extremely

teaching methods help Interested
my students
understand
programming concepts
better than traditional
lectures.

24
3. My students’ 0 0 0 12 20 4.57 Extremely
programming skills Interested
have improved as a
result of using activity-
based teaching
methods.

0 0 0 8 25 4.71 Extremely
4. I observe that Interested
students feel more
confident applying
their programming
skills in real-world
scenarios due to
activity-based teaching.

0 0 0 8 25 4.71 Extremely
5. Students seem to Interested
enjoy learning through
activity-based teaching
methods more than
through traditional
lectures.

0 0 3 4 25 4.57 Extremely
6. Activity-based Interested
teaching methods
encourage students to
participate more
actively in class.

0 0 3 4 25 4.57 Extremely
7. I believe students Interested
retain information
better when it is taught
using activity-based
methods.

0 0 3 4 25 4.57 Extremely
8. Activity-based Interested
teaching methods
increase students’
motivation to learn
programming.

9. I am able to provide 0 0 6 4 20 4.29 Highly

more useful feedback Interested

25
to my students through
activity-based teaching
methods.

0 0 0 8 25 4.71 Extremely
10. Overall, I find Interested
activity-based teaching
methods effective in
enhancing my students’
programming skills.

OVERALL: 4.67 Extremely

Interested

26
References

Cadiz-Gabejan & Takenaka's (2021)

https://www.researchgate.net/publication/352978898_Students'_Computer_L

iteracy_and_Academic_Performance

Jaadi (2019) https://towardsdatascience.com/eveything-you-need-to-know-about-interpreting-

correlations-2c485841c0b8

27