Case Study: Enhancing Learning in C Programming Through Gibbs Reflective Cycle

Abstract

This study focuses on the importance of mastering basic coding concepts, particularly in C programming, as a foundational step in learning highlevel languages. It highlights the effectiveness of using the Gibbs reflection cycle as a method to teach programming fundamentals, emphasizing reflective learning to engage students in the teaching process. Rather than solely focusing on coding concepts like recursion, functions, and loops, the study utilizes the Gibbs reflection cycle to guide problem-solving activities. Students analyze their thoughts, emotions, experiences, assessments, analyses, conclusions, and action plans, particularly in the context of computing factorials using various techniques such as algorithms, recursive functions, and iterative loops. The analysis of students' reflections yields multiple solutions to the same problem, encouraging collaborative learning and drawing on past experiences to find the most effective solution. Through the administration of multiple-choice question tests before and after applying the Gibbs reflection cycle, the effectiveness of this strategy in enhancing problem-solving skills and conceptual understanding is evaluated. The study underscores the strengths of using the Gibbs reflection cycle to explore different factorial computation methods in C programming, leading to the discovery of eight different solutions for the same problem. It emphasizes the importance of reflective learning in improving student satisfaction, comprehension, and performance. Overall, integrating the Gibbs reflection cycle positively impacts learning experiences, resulting in improved performance, scores, and reduced variability. Research suggests that reflective approaches can effectively enhance problem-solving abilities and broaden conceptual knowledge in C programming.