Abstract:

Programming is one of the fundamental and core modules for the MSc Software Development qualification learners. The programming module helps develop learners' logical, analytical and problem-solving skills. Therefore, proficiency in programming has scope to influence the overall success in their programme of study significantly.

When the COVID-19 lockdown started at the beginning of 2020, many universities shifted to online/remote delivery from their regular traditional delivery model. As a result, the educators and learners were left with little to no time to adapt to an entirely online/remote delivery mode to fulfil the immediate need to conduct uninterrupted learning and teaching. This transition from the traditional to fully online nature of learning delivery and student support arrangements has caused considerable disruption to both educators and learners.

Using the multi-year student performance data from the programming module in the MSc Software Development conversion degree programme, this study performs a comparative analysis of the student performance data across three academic years with different programme delivery modes. The student performance data points included in the study are from the 2018/19 academic year (pre-COVID-19 onsite delivery), 2019/2020 academic year (transition from onsite to online delivery) and 2020/21 academic year (post COVID-19 fully online delivery). Primarily, this study comparatively analyses and evaluates the impact of the different modes of learning delivery on the overall student performance and the student support activities in the programming module. Additionally, the study also analyses if the transition between the learning delivery medium had any accentuating impact on the student performance. The comparative analysis in this study could help identify opportunities and challenges for future learning delivery in a similar context.

Keywords:

Learning Programming, COVID-19, Student Performance, Student Support.