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Author: search.filters.author.Govender, Desmond WesleyHas files: Yes

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    Peer-to-peer programming versus individualised programming: The real world
    (The Independant Institute of Education, 2016) Govender, Desmond Wesley; Govender, T.P.
    Does programming alone depict the real world scenario? It is often said, ‘In programming, One is the loneliest number’. Addressed in this paper is a strategy referred to as ‘peer-to-peer programming’, and the focus is within an object-oriented programming (OOP) paradigm. The paper explores options available to students at secondary and university levels who are engaged in individualised programming, and potential opportunities associated with peer-to-peer programming which resemble programming in the real-world scenario. Most programmers learn to program as individuals and then are faced with the real world, programming in a team. This research was based on confirmed observation, analysis and assessment against published data and information extracted on peer-to-peer programming and its influence on contemporary instruction and comprehension of computer science programming concepts. The research was conducted within the parameters of the programming information technology curriculum at three secondary and two university-level academic institutions. Gaining the perceptions of peer-to-peer programming was arrived at through using threshold concepts in Computer Science and an interpretive paradigm. Two critical questions were posed: What are learners’ experiences of programming alone and programming with a partner? How does peer-to-peer programming enhance programming in an OOP paradigm? Based on assessment and analysis of the data, our recommendation is to create an environment of peer-to-peer programming in an OOP setting which is similar to programming in a team in the real-world scenario. The benefits are not only better problem solving and better programmers but also the enhancement of good social skills.1
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    A comparative analysis on the effect to the research productivity: a manual system versus ICT use without training
    (SDIWC, 2015) Basak, Sujit Kumar; Govender, Desmond Wesley; Garbharran, Hari Lall
    This paper is based on a comparative analysis of a manual system versus ICT use without training and its effect on research productivity. The aim of this study was achieved by comparing models. This study was experimental based and the target population was taken from a university. Collected data was analyzed using the WarpPLS 4.0 software. The results of the study show that SPSS, Turnitin and NVivo for data analysis have high significance values on the research productivity than a manual system. On the other hand, AMOS, EndNote and NVivo for literature review have higher significance on the research productivity than ICT use without training.
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    Using a Collaborative Learning Technique as a Pedagogic Intervention for the Effective Teaching and Learning of a Programming Course
    (CSER Publishing, 2014-09) Govender, T.P.; Govender, Desmond Wesley
    Educators are faced with ever increasing challenges when teaching programming. The increase in the number of operating systems brings with it challenges for programmers because of the change in programming paradigms, programming languages and software suites that are dependent on most recent developments in technology and more so operating systems. The issue for educators maybe to move away from teacher centred teaching and learning to student centred learning. Pair programming is a technique that offers educators an opportunity to further enhance student centred learning. This study conducted an empirical study of “pair programming” in the teaching and learning of an introductory programming course in computer science with input from educators and learners. The purpose was to determine how a collaborative learning technique can be used as a pedagogic intervention for effective teaching and learning of a programming course. The study attempted to determine the impact of collaborative pair programming on students and whether Information Technology educators can use pair programming as a teaching strategy. There was a pre-test for students to secure data on how students attempted programming tasks. Thereafter the pair-programming technique was implemented and a post-test was administered to determine the effectiveness of the intervention strategy. The research findings indicated that the educators and learners had a positive attitude towards the use of pair programming to support teaching and learning and learners were convinced that they would become better programmers in the future.