Bilingual Instruction in Programming: Preliminary Insights from an Amharic-English OOP Course
Publication Date
10-21-2025
Document Type
Conference Proceeding
Publication Title
Comped 2025 Proceedings of the ACM Global Computing Education Conference 2025
Volume
2
DOI
10.1145/3736251.3747300
First Page
382
Abstract
This study investigates the impact of Amharic-English bilingual instruction on second-year CS students’ understanding of Object-Oriented Programming (OOP) in an Ethiopian Higher Education Institution (EHEI), comparing it to English-only instruction. A randomized controlled trial (RCT) design employed a mixed-methods approach, integrating quantitative analysis of exam scores and qualitative insights from surveys and audio-recorded interviews. While exam scores did not show statistically significant differences (P>0.01), the bilingual group showed improved mean scores. Survey data revealed that bilingual instruction enhanced students’ conceptual understanding and sense of belonging. Qualitative feedback highlighted bilingualism’s role in supporting inclusivity and clarifying abstract OOP concepts, despite noting resource limitations.
Keywords
Amharic, Bilingual Instruction, Object-Oriented programming, Programming education
Department
Computer Science
Recommended Citation
Fitsum Gizachew Deriba, Ismaila Temitayo Sanusi, and Ethel Tshukudu. "Bilingual Instruction in Programming: Preliminary Insights from an Amharic-English OOP Course" Comped 2025 Proceedings of the ACM Global Computing Education Conference 2025 (2025): 382. https://doi.org/10.1145/3736251.3747300
