Design and evaluate an interactive mobile app for teaching programming basics to high school students

Thesis Abstract

The rapid proliferation of digital technology in education necessitates innovative approaches to teaching programming concepts to high school students, who often encounter difficulties engaging with traditional instructional methods. This study addresses the pressing need for effective, interactive instructional tools by designing and evaluating a mobile application aimed at improving the comprehension and retention of programming basics among secondary school learners. The primary aim of this research is to develop an engaging, pedagogically sound mobile app and to assess its efficacy in enhancing students' programming skills. The specific objectives include (1) to analyze existing mobile-based programming instructional tools; (2) to design an interactive mobile application grounded in constructivist learning theory and cognitive load theory; (3) to implement the app in a high school setting; and (4) to evaluate its impact on students’ learning outcomes, engagement levels, and attitudes towards programming. The study adopts a mixed-methods research design comprising both quantitative and qualitative procedures. Quantitatively, a quasi-experimental pretest-posttest control group design will be employed to assess learning gains. The population includes 200 high school students from two schools offering introductory computer science courses. A stratified random sampling technique will select 120 participants—60 in the experimental group using the mobile app and 60 in the control group receiving traditional instruction. Data collection instruments include validated programming knowledge tests, engagement questionnaires (adapted from established scales), and attitude surveys. Qualitative data will be gathered through semi-structured interviews with participating students and teachers to explore perceptions of the app’s usability and pedagogical effectiveness. The validity and reliability of the instruments will be established through expert review and Cronbach's alpha analyses, respectively. Data analysis will involve statistical techniques such as paired sample t-tests and ANCOVA to compare pre- and post-intervention scores, alongside thematic analysis to interpret qualitative insights. Additionally, regression analysis will examine predictors of learning outcomes, while user satisfaction and engagement data will be analyzed descriptively and through cross-tabulations. Expected findings include statistically significant improvement in programming knowledge among students using the mobile app, higher engagement scores, and more positive attitudes towards programming compared to the control group. It is anticipated that the interactive features—such as gamification, immediate feedback, and simulation exercises—will significantly contribute to increased student motivation and deeper understanding of programming fundamentals. This research contributes to the body of knowledge by providing empirical evidence on the effectiveness of mobile-based instructional interventions in computer science education at the secondary level. It offers a validated design framework for developing similar pedagogical tools, grounded in established learning theories, which can be adapted to diverse educational contexts. Moreover, the study advances understanding of the relationship between interactive digital resources and student engagement and achievement in programming. The main conclusion underscores the potential of well-designed mobile applications to complement traditional teaching methods by fostering active learning and engagement in programming education. Recommendations include integrating such apps into standard curricula, training teachers in digital pedagogy, and further research into longitudinal impacts and scalability across different educational settings. Future studies should explore the integration of artificial intelligence to provide personalized learning experiences and investigate the long-term retention of programming skills acquired through mobile-based learning environments.