Comparative analysis of traditional learning and problem-based learning methodology in studying programming

this article examines two teaching methodologies: traditional instruction and active learning methods, with a focus on problem-based learning (PBL). The advantages and disadvantages of each approach, as well as their impact on the educational process, are analyzed. The traditional method ensures systematic knowledge acquisition but often renders students passive listeners. In contrast, PBL fosters critical thinking, independence, and teamwork but requires more time and resources. To assess the perception of these methods, a survey was conducted among 30 students and 20 faculty members from higher education institutions in Uralsk. The data analysis revealed that PBL enhances student engagement and contributes to the development of professional skills. However, its implementation is hindered by a lack of resources in Russian and Kazakh languages, as well as insufficient methodological support. As a result, a combined approach was proposed: traditional instruction in the early years to establish a foundational theoretical background, followed by PBL in later years to reinforce practical skills. The choice of methodology should be guided by learning objectives, student characteristics, and the need to integrate theoretical and practical components within the educational process.

problem-based learning, programming, traditional instruction, programming pedagogy, active learning methods, critical thinking, teaching methods