What works and what does not? : a study on the perceptions of teachers on the introduction of programming to students in Maltese secondary schools

Abstract

Computer Studies, and later Computing, has been offered in Maltese secondary state schools as an optional subject as from the late 1990s. Programming has always formed an integral part of the Computing syllabus. Over the years, the language used to introduce students to programming changed from Basic to Pascal and later to Java. According to the Learning Outcomes Framework (LOF), another change is on the horizon as the language mentioned in the LOF is MIT App Inventor 2. These are not simple changes since the languages adopted support different programming paradigms. The change from Pascal to Java was a change from a procedural language to an object-oriented one, while the change envisaged in the LOF will see schools adopting a block-based language aimed at the mobile platform. Whenever such a change is planned it is important to consult current subject teachers in schools in order to identify their perceptions on the methods that should be used to introduce programming to young children. There is ample international literature focusing on the pedagogy of programming both at university and school levels. However, there is no local research on the perceptions of local teachers on the introduction of programming. This dissertation aims at filling this gap by documenting the perceptions of local teachers towards the introduction of programming. This research is deemed to be important since it is these teachers who will ultimately be called upon to deliver the change in schools.