INCLUSIVE PERSPECTIVES: EXPLORING THE EXPERIENCES OF

UNDERREPRESENTED PROGRAMMING STUDENTS AT ACLC COLLEGE OF

ORMOC

A Research Proposal

Presented to the Senior High School Faculty of

ACLC College of Ormoc City, Inc.

Senior High School Department

TVL-ICT Programming

Hermoso, Rhea S.

Gubantes, Juan Miguel Enique D.

Ponting, Jayrald S.

Coyoca, Ajune A.

Perales, Clariz Ann Q.

May 2024
 Table of Contents

I. Introduction

Background of the Study 1

Statement of the Problem 2

Significance of the Study 3

Scope and Delimitations 4

Definition of Terms 5

II. Theoretical Background

Review of Related Literature and Studies 6

Conceptual Framework 7

III. Research Methods

Research Methods 8

Research Design 9

Research Environment 10

Research Method 11

Research Respondents 12

Research Instrument 13

Research Procedure 14
 CHAPTER 1

THE PROBLEM AND ITS SCOPE

Background of the Study

In our modern world, programming has becoming increasingly more common. With

the rapid advancement of technology, programming skills have emerged more than ever.

Thanks to rapidly advancing technology, programming has only become increasingly

prevalent in schools and campuses throughout the years. Consequently, educational

institutions worldwide have increasingly integrated programming courses into their curricula

to equip students with these invaluable skills from an early age. Despite the growing

recognition of the importance of programming education, there exists a significant gap in

understanding the diverse experiences and perspectives of students within this domain,

particularly at ACLC College of Ormoc. While some research has explored the general

concepts, challenges, and accomplishments with students in learning programming, there

remains a lack of knowledge and studies focusing specifically on underrepresented students

within this field.

Programming, or more commonly known as coding, is the lengthy process of writing

out instructions for a computer to follow in order to accomplish a goal or complete a task. It

is typically done using a programming language or scripting language—such as HTML,

Python, or JavaScript—that allows the programmer to translate his or her thoughts into

computer-readable words, phrases, and syntax. These instructions are sometimes known as

"commands." Meanwhile, computing programming is the larger process; it involves

identifying a problem, considering potential solutions, writing code that could enact those

solutions, and then doing extensive testing and revising to the code to achieved the desired

results. (K., J. (2023, July

27). Teachers’ essential guide to coding in the classroom. Common Sense Education.

https://www.commonsense.org/education/articles/teachers-essential-guide-to-coding-in-

theclassroom)

Taking all of this into account, it is clear that programming can be an interesting field for

students to test and engage with, as it can bring a lot of opportunities and careers. However,

in senior high schools, particularly in ACLC College of Ormoc, there is a largely

underrepresented number of experiences of programming students that is worth tackling, as

these students have had fun and challenging experiences in learning various programming

languages. This study aims to provide a valuable insight to programming students in ACLC

College of Ormoc, which can give us an idea of what’s it like to learn the processes and

experiences of programming.

By learning and studying the experiences of programming students in ACLC College of

Ormoc, the general public and students/school organizations may be able to adapt and learn

from this experience, and they may consider integrating the field of programming into their

courses to develop future jobs and to help more students enter the field of programming.

Statement of the Problem

What are the specific challenges, barriers, and opportunities faced by underrepresented

groups within the student body of ACLC College of Ormoc in pursuing programming

education, and how do these factors influence their academic and social integration,

continuity, and overall success within the field of programming?

Despite efforts to promote diversity and inclusion in the field of programming a significant

knowledge gap remains regarding the challenges, barriers, and opportunities that

underrepresented groups experience within these students at ACLC College of Ormoc.

By exploring the perspectives of these students, including their unique experiences,

ambitions, creations, and aspirations, this research aims to shed light on the factors that

influence their academic and social integration, rates of continuity, and overall success within

the field of programming.

This study aims to identify areas for improvement and develop targeted interventions to

foster a more inclusive and supportive environment, and to share experiences of students at

ACLC College of Ormoc.

Hypothesis

Null Hypothesis (H0): There were no significant differences in the experiences of

underrepresented programming students compared to their well-represented counterparts at

ACLC College of Ormoc.

Alternative Hypothesis (H1): Underrepresented programming students at ACLC College of

Ormoc have significantly different experiences compared to their well-represented peers,

indicating unique challenges, barriers, and opportunities within the field of programming.

Significance of the Study

The findings of this study aim to provide insights into the following:

Programming Students: This study can help other programming students learn the

experiences of the underrepresented students at ACLC College of Ormoc. It may also

broaden their knowledge of programming.

Teachers: Teachers, particularly those who teach in the field of programming may

benefit from this study as it also aims to help them understand the potential of the

programming field for future generations.

 Future Programmers: This study not only aims to help students and teachers in

mind, but also potential future programmers, as they can learn from the experiences of

students.

Scope and Delimitation

This study focuses on the underrepresented Grade 11 programming students at ACLC

College of Ormoc, including but not limited to students from marginalized racial and ethnic

groups, gender minorities, students with disabilities, and those from low socioeconomic

backgrounds. The research will investigate various aspects of their academic, social, and

professional experiences within the programming field at ACLC College of Ormoc, aiming to

provide a comprehensive understanding of their challenges, barriers, and opportunities. The

study will use qualitative research methods, such as interviews or surveys, to gather in-depth

insights from underrepresented programming students.

This study does not include Grade 12 Programming students, college students, and

students who don’t have programming in their subject curriculums. It also does not compare

the experiences of the underrepresented programming students.

Definition of Terms

o Programming - the lengthy process of writing out instructions for a computer to

follow in order to accomplish a goal or complete a task.

o Programming language - is a way for programmers (developers) to communicate

with computers. It contains a set of rules that allows string values to be converted into

various ways of generating machine code, or, in the case of visual programming

languages, graphical elements.

o Computer programming - it involves identifying a problem, considering potential

solutions, writing code that could enact those solutions, and then doing extensive

testing and revising to the code to achieved the desired results.

 CHAPTER II
Theoretical Background

Review of Related Literature

Local Studies

According to a study published by QPV Tomaro (2018), education has evolved as one

of the main thrusts of Information and Communication Technology, which is what computer

programming is under in. ICT has been widely deployed in almost every infrastructure we

currently use, and that includes programming. This study also offered insights to students

who are under the programming curriculum. The study also revealed why programming is

necessary. One reason is the necessity of making sure Filipino students can master ICT ideas

and abilities, which would enable them to reap the benefits of learning to a higher extent

(Bonifacio, 2013). The report also focused on the best ways to include ICT into the new K–12

curriculum.

Foreign Studies

A study by Y Qian, J Lehman (2017) revealed that programming students face problems and

students also had misconceptions about the programming field. The study examined a broad

range of flawed or incomplete understandings on the part of learners of introductory

computer programming. These difficulties might range from syntax errors associated with

loop statements, to misunderstandings about the execution of a loop that may relate to a

student’s (mis)conception of the loop construct, to a student’s difficulties in using the loop

construct to solve a problem. The study also stated that learning to program can promote a

chain of cognitive accomplishments (Linn 1985) or chain of cognitive changes (Mayer and
Fay 1987), which include learning language features, learning the concepts within the domain

of programming, and then learning to solve novel problems.

Theoretical Framework

Several theories can support our study, and we’ve chosen the ones that are most relevant to

our study.

Constructivism

This theory asserts that through interactions and experiences, students actively create their

own understanding and knowledge. This viewpoint highlights the value of practical exercises,

group projects, and reflective practices in the context of programming education. The Grade

11 Programming students in particular engage in hands-on coding activities, problem-solving

tasks, and collaborative projects, which contribute to their construction of programming

concepts and skills.

Socio-Cultural Theory

Socio-cultural theory draws attention to how social interactions and cultural circumstances

influence how people learn and grow. Sociocultural elements that affect learning outcomes

and student involvement in programming include classroom norms, peer

collaboration, and teacher-student interactions. Through peer discussions, group projects, and

instructor interactions, 11th grade programming students gain a grasp of programming

principles and techniques within the socio-cultural setting of the classroom.

Self-Determination Theory

Self-determination theory (SDT) places a strong emphasis on the role that competence,

autonomy, and intrinsic motivation have in influencing behavior and learning in people.
Students' motivation to study programming in the context of programming education may be

influenced by elements including task autonomy, perceived relevance, and self-efficacy.

Students' feelings of autonomy in selecting coding assignments, their confidence in their

ability to solve programming problems, and their interactions with peers and the teacher in

the programming classroom all impact their experiences as Grade 11 programming students.
 CHAPTER III

Methodology

Research Method

For this study, we will be assessing the experiences of Grade 11 programming students at

ACLC College of Ormoc. We will be using surveying tools such as questionnaires, and

forms. We will only include those Grade 11 students in the programming field, particularly

sections PROG-A and PROG-B. This will let us know the insights and experience these

students face within the field of programming. We will ensure all of the participants personal

and sensitive information will be kept private and confidential. We will also ensure the

voluntary participation of every respondent by asking them for their consent to use their

responses for the study. We will choose participant through simple random sampling method,

since we’re only dealing with a small set of students in ACLC College of Ormoc.

Research Design

This research aims to explore the underrepresented experiences of Grade 11 programming

students at ACLC College of Ormoc. The study will use the case study approach to identify

and analyze the experiences of programming students. It will put a focus to how Grade 11

programming students in ACLC College of Ormoc deal with issues and experiences within

the field of programming. The study utilizes Qualitative Research which will involve

participants answering and filling out questionnaires and surveys. Gathering this information

will help us offer insights into the underrepresented experiences of the Grade 11

programming students.
Research Environment

This research will be conducted solely only in ACLC College of Ormoc, as it is the only

focus for this study. Moreover, we will specifically conduct this study in class sections where

the programming field is the focus. This is to help narrow down the data collected, and it will

make it easier for the researchers to interpret the data once it is complete.

Sampling Method

In this study, we’ve utilized the simple random sampling method to pick our participants.

This is to ensure flexibility and efficiency as we collect and analyze the participants’

responses and answers. This is also the one that is most suited for the study since we’re only

dealing with a small number of students in ACLC College of Ormoc

Research Respondents

The students in Grade 11 Programming at ACLC College of Ormoc will be the selected

respondents for this study, picked at random intervals. The selected respondents will be

picked based on the answers and responses on the questionnaires and surveys we’ve put out.

The respondents will play a very important role in providing this study with accurate and

reliable information to fully explore the underrepresented experiences.

Research Instrument

The students in Grade 11 Programming at ACLC College of Ormoc will be the selected

respondents for this study, picked at random intervals. The selected respondents will be

picked based on the answers and responses on the questionnaires and surveys we’ve put out.

The respondents will play a very important role in providing this study with accurate and

reliable information to fully explore the underrepresented experiences.

Research Procedures

This study aims to explore the underrepresented programming students at ACLC College of

Ormoc. The study will solely focus on the experiences of the programming students, the

challenges they face, how they overcome these problems, and how they interact with their

other classmates. We will utilize questionnaires and surveys to collect data on the

programming students to propose the final participants that will represent the Grade 11

programming students of ACLC College of Ormoc. Through these procedures, we aim to

further explore the underrepresented experiences of Grade 11 Programming Students.