A Metaphor-Based Approach for Introducing Programming Concepts

Comprehending programming concepts is challenging to most first-time programming students. It calls for subtle logical thinking and elusive reflection capabilities for students to grasp the technical jargon in textbooks. Lecturers are, therefore, challenged to dig deep for relevant examples and metaphors with which to satisfactorily explain programming concepts. However, it is a daunting task for lecturers to gather cumbersome phenomena which carter for demographically diverse groups of students found in universities. Therefore, student success is subjectively dependent on lecturers' dynamics in the classrooms. Metaphors are figurative speeches used to alike one object to something else. They are representative of literals. Use of metaphors to describe programming concepts is possible. However, the effectiveness of metaphors would depend on the contexts from which they are formulated. Metaphors formulated by students, aligned to students' contexts, can be a compelling resource in the teaching and learning of programming concepts. Such metaphors, often, cross between curricula and, usually, cutthrough students' demographic boundaries. Student-devised metaphors bring dreaded technical jargon closer to theirworlds. Misinterpretations of metaphoric views are habitually immediately attended to through peer-initiated forums. This paper investigates, as a case study and proof of concept, the design, implementation and evaluation of a student-articulated metaphor-based model forthe teaching and learning of specific programming concepts. A few concepts are used in the study. However, the bigger picture is visible. Three groups of students participated. Eighty students who already completed a programming course partook to share their learning stylesand toelucidate metaphoric views of their understanding of the concepts under study. A control group of 100 programming students in first year is included in the study following traditional procedures of learning the same concepts. Anexperimental group of 100 followed the metaphor-based model. A common test was administered at the end of a set study period. The experimental group out-performed the control group. Apart from presenting an alternative teaching and learning model, the metaphor-based approach fosters deep learning.