Multi-Strategy Student-Centered Learning Improves Algorithm and Programming Achievement among Non-Programming Vocational Students
Abstract
This study addresses the challenges faced by non-programming vocational students in understanding abstract concepts in algorithms and programming courses. Traditional lecture-based instruction often limits student engagement and problem-solving development, highlighting the need for more active and student-centered learning approaches. This research aimed to examine the effectiveness of a multi-strategy Student-Centered Learning (SCL) approach consisting of game-based discovery learning, role-play, and project-based learning in improving students’ learning outcomes. A quasi-experimental design was employed involving 59 vocational students aged 18–20 years, divided into an experimental class and a control class. Both groups completed pre-tests and post-tests, and the data were analyzed using descriptive statistics, normality testing, and the Mann–Whitney U test. The findings revealed that the experimental class showed substantially higher improvement (pre-test M=52.93; post-test M=83.45) compared to the control class (pre-test M=64.67; post-test M=70.03). Statistical analysis indicated a significant difference in post-test scores between the two groups (U=206.5, z=−3.46, p<.001, r=0.45). The results demonstrate that combining discovery learning activities, role-play, and project-based learning effectively enhances algorithmic comprehension and active engagement among non-programming vocational students. In conclusion, the implementation of a multi-strategy Student-Centered Learning approach proved to be more effective than conventional teaching methods in improving students’ understanding of algorithms and programming concepts. This study contributes to vocational higher education by providing evidence that multi-strategy SCL approaches can strengthen transferable problem-solving skills and improve learning experiences in introductory programming education.
Keywords:
Student-Centered Learning, Algorithmic Thinking, Discovery Learning, Project-Based Learning, Vocational EducationReferences
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