Enhancing academic achievement in an introductory computer programming course through the implementation of guided inquiry-based learning and teaching

An understanding of the phenomena under study and its assumptions and philosophical views are broadly presented through the appropriate theoretical and conceptual frameworks (Devi, Das, Das, & Khandelwal, 2017). The theoretical framework for this study was based on Vygotsky's social constructivism and sociocultural theories and Bandura's social cognitive theory.

Vygotski was a social constructivist and he believed that learning takes place first on an interpersonal level through interaction with others. This is transformed into an intrapersonal one, which is internalized by the individual (Vygotsky, 1978). Understanding, significance and meaning are created through interactions with other human beings (Amineh & Asl, 2015). He introduced the notion of Zone of Proximal Development (ZPD) to explain learning and development. Vygotsky (1978) defined ZPD as "the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers" (p. 86). According to him, learning creates the internal proximal development; it awakens a variety of internal developmental processes that are able to operate only when the learner is interacting with people in his/her environment and in cooperation with his/her peers. Once these processes are internalized, they become part of the learner's independent developmental achievement. Social constructivist theory of learning proposes that students must be active participants in their own learning – through conversations and exchange of ideas with educators and other students – that help them reach new horizons of understanding (Harkness, 2009).

Vygotsky's sociocultural theory argues that the environment in which one operates defines one's personality and characteristics (Vygotsky, 1994, p.352). According to the sociocultural theory, the environment comprises the membership or the belonging to a specific social group, living in a specific historical period under specific historical circumstances. Vygotsky (1994, p.176) also states that "the environment that one is in has a greater impact on the personal developments that one gets in life".

Bandura (1986)explains that "human functioning is a model of triadic reciprocality; in which behaviour, cognitive and other personal factors, and environmental events all operate as interacting determinants of each other" (p.18). He is of the opinion that "most human behaviour is learned by observation through modelling" (p.47) (vicarious capability). This implies that when we observe others, we form rules of behaviour, and on future occasions this coded information serves as a guide for our own actions. There is a clear link between one's culture and history with regard to one's behaviour. For learning to be effective, there is a need to observe the behaviour of others (family members, peers, lecturers and role models) in order to determine how to act and what can work for each individual.

Learning basic computer programming principles and applying them in a problem solving domain do not occur for an individual learner alone but is also influenced by his/her peers and/or the teacher. This concurs with social constructivism theory which acknowledges the importance of belonging to a social group (class cohort) and the learning environment. The socio cultural theory refers to the human functioning model of triadic reciprocality and vicarious capability. Vygotski's and Bandura's theories therefore complement each other and both the sample and environment of this study mean the application of this eclectic view of the two theories is apt for the present research.