Multimodal Instructional Approach: The Use of Videos, Games, Practical and Online Classroom to Enhance Students’ Performance in Programming Languages

Abstract

Multimodal teaching and learning via visual (video), sound (music), movement (amination), print-based text, and technology for students has great impact on content delivery if teachers teaching programming language realize its potency. Inclusion of multimodality in curriculum would enhance diversity of learning process. In this study, the author looked into the use of different modes of approaches (Multimodal Approaches) to produce desired result better more realistic and dynamic to the use of a single (monomodal) approach or mode. The study exposed students to the use of: video mode, game mode, practical mode and online classroom mode in learning a programming language. The degree students formed the target population. Data collection was done in three bases: paper data collection for videos and games, practical data for the practical classes while data was collected electronically for online classroom respectively. Quantitative analysis results of the data revealed that employing multiple modes (multimodality) for instructional supports to enhance learning programming language gave teachers opportunities to help them gain nuanced understanding of codes, powerfully express what they learned, and discover a psychological refuge. Importantly, multimodal teaching approach was found to enhance programming sense of accomplishment and self-esteem.