African Architectural History Review (Humanities focus) | 14 July 2007
Hybrid Pedagogical Models for Teaching Coding Concepts in Sub-Saharan Africa: An Assessment of Student Learning Outcomes After Six Months
A, h, m, e, d, E, l, -, M, a, s, r, y, ,, N, o, u, r, a, A, l, -, S, a, y, e, d
Abstract
Coding education is increasingly important in primary school curricula worldwide. However, its implementation in Sub-Saharan Africa faces unique challenges due to cultural and pedagogical differences. A mixed-methods approach was employed, including pre- and post-tests with coding assessments, teacher interviews, and student surveys. A sample of 120 primary school students from four randomly selected schools was used. The hybrid model significantly improved student understanding of basic coding concepts compared to traditional teaching methods (p < 0.05). Hybrid pedagogical models, combining digital resources with hands-on activities, appear promising for enhancing coding education in Sub-Saharan Africa. Further research should explore scalability and sustainability of these hybrid models across different regions and contexts.