Effect of Learning Analytics and Creative Problem-Solving to Enhance Student Interest and Programming Proficiency: A Quasi-Experimental Study in Colleges of Education

Abstract

This synthesis of research explores global trends, pedagogical strategies, and psychological dimensions in computer programming education. Bibliometric analysis highlights a shift toward project-based learning, flipped classrooms, and collaborative programming, though challenges remain regarding longitudinal impact and geographic diversity. A primary obstacle to success is the prevalence of student misconceptions across syntactic, conceptual, and strategic knowledge, often exacerbated by cognitive load, natural language interference, and inaccurate mental models. Furthermore, psychological barriers, described as the “fear factor,” significantly impede self-efficacy and progress, necessitating instructional growth through reflection and supportive interventions. Research into innovative pedagogies demonstrates that the Creative Problem Solving (CPS) model effectively enhances higher-order thinking and student engagement, particularly in resource-limited environments. Similarly, the implementation of peer-evaluation systems and interactive response platforms has been shown to improve academic performance and align student understanding with teaching objectives. While automated grading and learning analytics provide critical feedback loops—where submission frequency correlates positively with success—studies on block-based versus text-based tools suggest both approaches significantly bolster computational thinking and teaching self-efficacy. However, high initial motivation does not guarantee better outcomes, as prior experience may lead to overconfidence and reduced effort. Collectively, these findings suggest that successful programming education requires a multi-faceted approach that integrates analytical feedback, innovative problem-solving models, and targeted psychological support to address the diverse cognitive and emotional hurdles inherent in learning to code. Success in creating functional programs provides a major positive force on student persistence, though educators must continually refine their pedagogical methods to overcome the “expert blind spot” and better facilitate students' transition from advanced beginners to competent performers.

Key Words: Creative Problem Solving, Learning Analytic, pedagogy, computer programing, interest