As computer programming becomes one of the most sought-after skills, novice learners, especially Malaysian Matriculation students, struggle to grasp the ideas of computational thinking. The lack of time in the traditional classroom also inhibits constructive communication. Together, these also cause high stress and low self-efficacy in learning programming languages. This research has been guided by constructivism to design a Predict-Run-Investigate-Modify-Make (PRIMM) module that will allow learners to think at a higher-order level via social constructivism theory, engagement theory, and self-determination theory. The literature has strengthened the role of PRIMM in improving the academic performance of students. However, there is a gap in how the PRIMM model improves motivation, engagement, and academic success among pre-university students in the Malaysian context. This research aims to design a PRIMM module by underpinning the constructivism framework, exploring the role of the PRIMM model in mediating learning motivation, authentic engagement, and reducing stress, and validating the module via a focus group. Phenomenological research was carried out to achieve these objectives, and volunteer participants were subjected to focus group interviews. Five major themes emerged from the focus group interview: Motivated, Engaged, Enjoyable, Efficient, and Collaboration. Research findings state that the PRIMM module developed has improved collaboration, learning interest, learning motivation, and authentic engagement and has reduced stress in learning programming languages among beginners. The findings of this research provide a framework for lecturers to redesign the computer science classrooms in Malaysian matriculation colleges via classroom activities that implement problem solving before formal instructions.

Authors:
Tevya Letchumanan, Sarawak Matriculation College, Malaysia

About the Presenter(s)
Tevya Letchumanan is a computer science lecturer, currently teaching foundation students in Malaysia. Tevya is known for her innovative approach in integrating technology and games in the classroom, enhancing student engagement and learning outcomes.

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