Examining current interventions in helping stimulate self-regulated learning strategies to programming students in a large class setup. A case of Zimbabwe higher and tertiary education

Abstract

This study explored the current interventions by institutions of higher and tertiary education in assisting students to develop Self- Regulated Learning (SRL) strategies when learning computer programming in a large class setup. This study was carried out following  high academic failure by students who were learning computer programming in large numbers at Zimbabwe Open University. The  findings were as follows: There is minimal assistance from instructors and e-learning platforms in assisting students to develop  metacognitive SRL strategies to overcome the challenges of a high student-lecturer ratio, lack of resources, and lack of engagement. The  study concluded that instructors and learning management systems that are currently in place are not fostering SRL strategies to  programming students learning in a large class environment. The study recommended that there is a need for instructors to help foster  SRL strategies in students while teaching computer programming concepts in a large class setup. In addition, universities should also  develop tools that will track and project SRL strategies developed by each student, such as goal setting, planning, selfmotivation, self- evaluation, self-monitoring, and information seeking, among others. The tools should provide progress reports on each strategy  developed so that students can improve on strategies that are poorly developed, become self-regulated, and overcome the challenges of  a high student-lecturer ratio and lack of proper resources.