Challenges Experienced by First-Year Students in the Programming Module – A Literature Review

Challenges Experienced by First-Year Students in the Programming Module – A Literature Review

Moretlo Tlale-Mkhize

Issue: Vol. 6 No. 12 2025 Article 24 pp.1555 – 1573
DOI : https://doi.org/10.38159/jelt.202561224 Published online 30th December, 2025.

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ABSTRACT

Transitioning from being a learner to a student can be an intimidating experience for others. First-year students enrolled in programming module at higher education institutions often struggle to grasp concepts taught while navigating the difficulties of adapting to the university environment. This theoretical paper discusses the challenges faced by first-year students in programming courses. Such challenges hinder the commencement of subsequent classes, which depend on the foundational concepts taught. Constructivist learning theory is adopted in the study as it enables students to build their understanding of the world through activities. Constructivism, shaped by Jean Piaget, maintains that students construct their knowledge rather than receiving it passively from the environment. This study adopted a desktop literature review methodology to explore the existing knowledge on challenges experienced by first-year students in the programming module. Literature was conducted from several databases, including Google Scholar, Scopus, ProQuest, and ScienceDirect. This paper addresses two key questions: What challenges do first-year students encounter in the programming module, and how can educators effectively support them? The study highlights that constructivism can help first-year students understand programming concepts by constructing meaning of what they have learned. Grasping the theoretical aspects and a lack of sufficient problem-solving skills are some challenges identified. The paper contends that the challenges experienced by first-year students in the programming module can be mitigated through the application of constructivism by assisting students to develop computational thinking skills. Some strategies to address the identified challenges include improving teaching methods and incorporating gamification into programming classes.

Keywords: Programming Module, Higher Education Institutions, Constructivism

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AUTHOR(S)

Moretlo Tlale-Mkhize serves as a Departmental Manager and lecturer at the Central University of Technology in Free State, where she specializes in Graphical User Interface (GUI) Design. She holds PhD in Computer Science and Information Systems from North West University. With a strong academic and professional focus, her research spans several key areas, including teaching and learning technologies, Artificial Intelligence (AI), Human-Computer Interaction (HCI), and Reflective Practice. Throughout her career, Moretlo has actively contributed to the academic community by presenting her research and insights at both national and international conferences, allowing her to share valuable knowledge and findings with a wider audience. Her work is dedicated to advancing the intersection of technology, user experience, and education, as she continues to explore innovative approaches in these fields. Additionally, her commitment to fostering reflective and interactive teaching practices plays a key role in shaping modern educational methodologies in the realm of technology and design.

TO CITE ARTICLE

Tlale-Mkhize, Moretlo. “Challenges Experienced by First-Year Students in the Programming Module – A Literature Review.” Journal of Education and Learning Technology 6, no. 12 (2025): 1555 – 1573. https://doi.org/10.38159/jelt.202561224.