Course Outline · Beginner Friendly · 2026
This short course teaches you how to think like a programmer. You will learn the basic logic that every web developer needs: breaking problems into steps, making decisions, repeating tasks, and organizing information. No coding experience needed.
| Item | Details |
|---|---|
| Level | Beginner |
| Duration | 3 weeks · 2–3 hours per week |
| Modules | 3 modules + 1 final project |
| Tools | Pen and paper (a computer is optional) |
| Certificate | Yes, after the final project |
Learn what programming logic is and how to break a problem into clear, simple steps.
Write simple step-by-step instructions for a daily task.
Learn how programs choose between options and how they repeat actions.
Describe a daily decision and a daily repetition using logic.
Learn how programs keep information and how they use it to solve problems.
Explain how a program stores and uses information to solve a task.
Choose a simple everyday task (for example, a shopping list checker, a grade calculator, or a simple quiz). Write a plan that explains:
Draw a flowchart of your program. Present your plan to a friend, teacher, or family member. This plan becomes your portfolio piece.
After this course, you can continue to Introduction to Web Development, where you will use this logic to build real web pages with HTML, CSS, and JavaScript.
Programming Logic for Web Developers · Beginner Level · 2026
Welcome to the very first module of Programming Logic for Web Developers. This is the start of an exciting journey. By the end, you will understand how programmers think. You will learn the secret behind every program, every app, and every website.
Have you ever followed a recipe to cook rice? Have you ever given directions to a stranger? Have you ever solved a maths problem step by step? If yes, then you already use logic. Logic is the art of thinking in clear, ordered steps.
Programming logic is simply using logic to tell a computer what to do. Computers are fast, but they are not clever. They cannot guess. They need clear steps. When you learn to give clear steps, you can control a computer.
In this module, you will learn what programming logic is. You will learn how to break a big problem into small steps. You will learn about algorithms, flowcharts, and pseudocode. Do not worry if these words sound strange. Every word will be explained in very simple language.
This module is written for beginners. You do not need to know any coding. You do not need a computer. You just need a curious mind. So grab a notebook, sit comfortably, and let us begin.
YOUR LEARNING JOURNEY IN MODULE 1
=================================
[ Start ]
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What is Programming Logic?
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Thinking in Steps
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Algorithms
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Flowcharts
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Pseudocode
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Breaking Problems into Small Steps
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[ You can now think like a programmer! ]
This module introduces programming logic. You will learn how to think in clear steps. You will learn about algorithms, flowcharts, and pseudocode. Everything is explained in simple language with plenty of examples.
By the end of this module, you will be able to:
You will learn what programming logic is, how to think in steps, how to write algorithms, how to draw flowcharts, and how to write pseudocode.
Tunde is a 12-year-old boy who lives in Ibadan. For his birthday, his uncle sent him a small robot. The robot was called RB-1. It could walk, talk, and do simple tasks.
Tunde was very excited. "RB-1, please bring me a cup of water," he said.
The robot stood still. It did not move.
"RB-1, bring me water!" Tunde said again, louder this time.
The robot blinked its lights. "I do not understand. Please give clear steps."
Tunde's mother laughed. "Tunde, the robot cannot guess. You must tell it exactly what to do, step by step."
So Tunde thought carefully. Then he said:
The robot followed each step. It walked to the kitchen. It opened the cupboard. It took a cup. It filled it with water. It walked back. It handed Tunde the cup.
"You did it!" Tunde shouted.
"Thank you," said RB-1. "Next time, remember: clear steps make everything possible."
Tunde learned a big lesson that day. Computers and robots are not clever on their own. They need clear, ordered steps. That is what programming logic is all about.
TUNDE AND THE ROBOT
===================
[ Tunde says: "Bring water" ]
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[ Robot does not understand ]
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[ Tunde gives clear steps ]
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[ Robot follows each step ]
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[ Tunde gets his water! ]
Tunde learned that robots and computers need clear, ordered steps. Without clear steps, they cannot do anything. This story introduces the whole module.
In this section, you will go through 12 short lessons. Each lesson teaches one big idea. Each lesson ends with a mini summary. Read slowly. Think about the examples. Ask questions. That is how you learn.
Programming logic is the skill of thinking in clear, ordered steps that a computer can follow. It is the way programmers plan what a program should do before they write any code.
Without logic, a program would be a mess. Computers need clear instructions. If the steps are wrong, the program fails.
Think of giving directions to a stranger. If you say, "Go somewhere near the market," the stranger will get lost. If you say, "Walk straight for 200 metres, turn left at the bank, then walk 50 metres," the stranger will find the place. Programming logic is like that.
When you use an ATM, the machine follows clear steps: insert card, enter PIN, choose amount, take cash. That is programming logic in action.
When your teacher gives you steps to solve a maths problem, that is a kind of logic. You follow each step in order.
When your mother gives you steps to cook rice, that is logic. Wash the rice. Boil water. Add rice. Cook for 20 minutes.
When you buy airtime at a kiosk, the seller follows steps: check your network, collect money, dial the code, and confirm. That is logic.
PROGRAMMING LOGIC
=================
[ Clear step 1 ]
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[ Clear step 2 ]
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[ Clear step 3 ]
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[ Task complete! ]
Programming logic is thinking in clear, ordered steps. It is the way programmers plan before writing code.
A computer cannot think or guess. It can only follow instructions. If the instructions are unclear, the computer will fail or do the wrong thing.
Understanding this helps you write better instructions. It also helps you see why clear logic matters.
Think of a very obedient but very dumb helper. If you say, "Bring me a cup," the helper might bring a broken cup. If you say, "Bring me a clean, empty cup," the helper will bring the right thing. A computer is like that helper.
If you type a wrong password in a web application, it will not open. The computer only checks what you typed. It cannot guess that you meant something else.
If a teacher says, "Write an essay," students might be confused. If she says, "Write an essay of 200 words about your school," students know what to do. A computer is like that.
If you tell your younger brother, "Go and buy something," he may buy the wrong thing. If you say, "Buy two loaves of bread from Mama Nkechi's shop," he will get it right.
If you dial the wrong USSD code, you will not buy airtime. The computer checks only what you typed.
CLEAR vs UNCLEAR STEPS
======================
Unclear: "Bring me a cup"
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Computer: ???? (confused)
Clear: "Walk to the kitchen.
Open the cupboard.
Take a clean cup."
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Computer: Does it perfectly!
Computers cannot guess. They need clear, exact steps. Unclear steps lead to failure.
Thinking in steps means breaking a task into small, simple actions that happen one after another.
Big tasks are hard. Small steps are easy. When you break a task into steps, you can solve it without confusion.
Think of climbing a staircase. You do not jump to the top. You climb one step at a time. Programming works the same way.
Brushing your teeth has steps: pick up toothbrush, put toothpaste, add water, brush, rinse, spit, clean brush, put it away.
Solving a maths problem has steps: read the question, write what is given, choose the formula, solve, check the answer.
Washing plates has steps: clear leftover food, add soap, scrub, rinse, dry, put away.
Preparing garri has steps: boil water, pour garri into a bowl, add water, stir, add sugar and milk, serve.
THINKING IN STEPS
=================
Big task: "Make tea"
Steps:
1. Boil water
2. Put tea bag in cup
3. Pour hot water
4. Add sugar and milk
5. Stir
6. Serve
Thinking in steps means breaking a task into small, simple actions. It makes big tasks easy.
Order means the sequence in which steps happen. In programming, the order matters. Wrong order causes wrong results.
If you put on your shoes before your socks, it will look strange. If you put water in a cup before taking it from the cupboard, you cannot. Order matters.
Think of a phone number. If you change the order of the digits, you call a different person. Order matters in programming too.
You cannot enter your PIN before inserting your ATM card. The order is fixed.
You cannot write the answer before reading the question. You must read first.
You cannot eat before cooking. The order is: cook, then eat.
You cannot pour petrol into a car before opening the fuel tank. Order matters.
WRONG ORDER vs RIGHT ORDER
==========================
Wrong order:
[ Put on shoes ]
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[ Put on socks ]
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Looks strange!
Right order:
[ Put on socks ]
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[ Put on shoes ]
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Looks perfect!
Order matters. Steps must happen in the right sequence. Wrong order causes wrong results.
An algorithm is a set of clear, ordered steps to solve a problem or complete a task.
Algorithms are the heart of programming. Every program uses algorithms. Without an algorithm, a program has no plan.
Think of a recipe. A recipe has steps. It tells you what to do first, second, and third. An algorithm is a recipe for a computer.
A recipe for jollof rice is an algorithm. It has clear steps.
Steps to solve a long division problem form an algorithm.
Steps to wash your hands form an algorithm: wet, soap, scrub, rinse, dry.
Steps to buy airtime: dial code, enter amount, enter PIN, receive confirmation. That is an algorithm.
ALGORITHM EXAMPLE
=================
Task: Brush your teeth
Algorithm:
1. Pick up toothbrush
2. Put toothpaste on it
3. Add water
4. Brush for 2 minutes
5. Rinse mouth
6. Clean toothbrush
7. Put toothbrush away
An algorithm is a set of clear, ordered steps to solve a problem. Every program uses algorithms.
Algorithms are not just for computers. They are everywhere in daily life. Any task with clear steps is an algorithm.
Recognizing algorithms in daily life helps you see the world like a programmer.
Think of getting ready for school. You follow steps: wake up, brush teeth, take a bath, dress up, eat breakfast, pack your bag, leave. That is an algorithm.
Withdrawing money from an ATM is an algorithm: insert card, enter PIN, choose amount, collect cash, collect card.
Registering for exams is an algorithm: fill form, pay fees, submit, collect receipt, get exam number.
Washing clothes by hand is an algorithm: sort clothes, add soap, scrub, rinse, wring, hang to dry.
Making puff-puff is an algorithm: mix flour and sugar, add yeast, add water, stir, let it rise, scoop into oil, fry, remove, drain.
ALGORITHMS EVERYWHERE
=====================
[ Making tea ]
[ Getting ready for school ]
[ Buying airtime ]
[ Cooking jollof rice ]
[ Charging a phone ]
[ Sending a text message ]
All of these have clear steps = algorithms!
Algorithms are everywhere. Any task with clear steps is an algorithm. You already use them every day.
A flowchart is a picture that shows the steps of an algorithm. It uses shapes and arrows to show what happens and in what order.
Flowcharts make steps easy to see. They help you find mistakes. They also help you explain your plan to others.
Think of a treasure map. It shows paths and directions. A flowchart is like a map of steps.
A flowchart for withdrawing money shows: Start, insert card, enter PIN, correct PIN? Yes or No, collect cash, End.
A flowchart for passing an exam shows: Start, study, write exam, score above pass mark? Yes or No, Pass or Fail, End.
A flowchart for cooking rice shows: Start, wash rice, boil water, add rice, cook, is it soft? Yes or No, serve, End.
A flowchart for buying fuel shows: Start, drive to station, is there fuel? Yes or No, buy fuel, End.
FLOWCHART SYMBOLS
=================
( Start ) <- Oval
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[ Step 1 ] <- Rectangle
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< Decision? > <- Diamond
/ \
Yes No
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[ Step 2 ] [ Step 3 ]
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( End ) <- Oval
A flowchart is a picture of an algorithm. It uses shapes and arrows to show steps clearly.
Drawing a flowchart means using shapes and arrows to show the steps of an algorithm.
Drawing helps you think clearly. It also helps you explain your plan to others.
Think of drawing a map to your house. You use lines and arrows. A flowchart is the same, but for steps.
A flowchart for making tea: Start, boil water, put tea bag in cup, pour water, add sugar, stir, serve, End.
A flowchart for submitting homework: Start, open book, do homework, check answers, submit, End.
A flowchart for charging a phone: Start, find charger, plug charger, connect phone, wait, phone charged? Yes or No, unplug, End.
A flowchart for sending money: Start, open bank app, enter account number, enter amount, confirm, money sent? Yes or No, End.
FLOWCHART: MAKING TEA
=====================
( Start )
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[ Boil water ]
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[ Put tea bag in cup ]
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[ Pour hot water ]
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[ Add sugar and milk ]
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[ Stir ]
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[ Serve ]
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( End )
Drawing a flowchart means using shapes and arrows to show steps. Start with an oval, add rectangles, and end with an oval.
Pseudocode means "fake code." It is a way of writing steps in plain English, using simple words. It is not real code, but it looks like it.
Pseudocode helps you plan before writing real code. It is easy to change. It helps you think clearly.
Think of a script for a play. It tells actors what to say and do. Pseudocode is a script for your program.
START
Boil water
Put tea bag in cup
Pour water into cup
Add sugar
Add milk
Stir
Serve tea
END
Pseudocode for withdrawing money: START, insert card, enter PIN, if PIN is correct, enter amount, if enough money, give cash, END.
Pseudocode for checking exam results: START, enter exam number, if number is valid, show results, else show error, END.
Pseudocode for charging a phone: START, find charger, plug charger, connect phone, if phone is charged, unplug, END.
Pseudocode for buying airtime: START, dial code, enter amount, enter PIN, if PIN is correct, buy airtime, END.
PSEUDOCODE EXAMPLE
==================
START
Wake up
Brush teeth
Take a bath
Dress up
Eat breakfast
Pack bag
If it is raining:
Take umbrella
Leave for school
END
Pseudocode is fake code. It uses plain English to plan steps before writing real code.
Breaking a big problem into small steps means splitting a hard task into smaller, easier tasks.
Big problems are scary. Small steps are easy. When you break a problem down, you can solve it without confusion.
Think of eating a whole goat. You cannot eat it in one bite. You cut it into pieces. Programming works the same way.
Planning a wedding is a big problem. Breaking it down: choose a date, book a hall, send invitations, order food, arrange music, etc.
Writing a long essay: choose a topic, make an outline, write the introduction, write the body, write the conclusion, edit, submit.
Cleaning the house: clean the bedroom, clean the living room, clean the kitchen, clean the bathroom, sweep the compound.
Planning a trip from Lagos to Abuja: choose a date, buy a ticket, pack bags, go to the park, board the bus, travel, arrive.
BREAKING A BIG PROBLEM
======================
Big problem: "Plan a birthday party"
Break it down:
-> Choose a date
-> Choose a place
-> Make a guest list
-> Buy food and drinks
-> Plan games
-> Send invitations
-> Set up
-> Celebrate! 🎉
Breaking a big problem into small steps makes it easier to solve. This is a key skill in programming.
Finding mistakes in steps means checking the order and content of each step to see if something is wrong.
Mistakes in steps cause programs to fail. Finding mistakes early saves time and prevents bigger problems.
Think of a road trip. If you take the wrong turn, you will not reach your destination. Checking the map helps you find and fix the mistake. Programming is the same.
If a recipe says "bake the cake before mixing the flour," that is a mistake in order.
If a maths solution says "write the answer before solving," that is a mistake.
If instructions say "put the pot on the fire before adding water," you might burn the pot. That is a mistake.
If the steps for buying airtime say "enter PIN before dialing the code," it will fail. That is a mistake.
FINDING MISTAKES
================
Steps for making tea:
1. Boil water
2. Put tea bag in cup
3. Pour hot water
4. Add sugar and milk
5. Drink
6. Stir <-- MISTAKE! This should come before drinking.
Fix: Move "Stir" to step 5.
Finding mistakes in steps means checking the order and content. Mistakes cause programs to fail.
Thinking like a programmer means seeing tasks as steps, finding patterns, and planning before doing.
This skill helps you solve problems in school, at home, and in any job. It is useful for life, not just for coding.
Think of a detective. A detective notices details, asks questions, and follows clues. A programmer does the same with tasks.
Planning a trip becomes easy when you think in steps: destination, date, cost, transport, packing, travel.
Solving a hard maths problem becomes easier when you break it down.
Cooking a big meal becomes easier when you plan the steps in order.
Starting a small business becomes easier when you plan the steps: idea, money, location, suppliers, customers, marketing.
THINKING LIKE A PROGRAMMER
==========================
[ Understand the problem ]
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[ Break into small steps ]
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[ Put in order ]
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[ Check for mistakes ]
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[ Test the steps ]
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[ Improve ]
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[ Solve the problem! ]
Thinking like a programmer means breaking problems into steps, finding patterns, and planning before doing.
You have now learned the core ideas of Module 1: what programming logic is, why computers need clear steps, how to think in steps, why order matters, what algorithms are, how to draw flowcharts, how to write pseudocode, how to break big problems into small steps, how to find mistakes, and how to think like a programmer.
| Word | Simple Definition |
|---|---|
| Programming logic | Thinking in clear, ordered steps a computer can follow. |
| Step | One small action in a task. |
| Order | The sequence in which steps happen. |
| Algorithm | A set of clear, ordered steps to solve a problem. |
| Flowchart | A picture showing the steps of an algorithm. |
| Pseudocode | Fake code that uses plain English. |
| Start | Where a program or task begins. |
| End | Where a program or task finishes. |
| Decision | A point where you choose between options. |
| Step-by-step | Doing things one step at a time. |
| Sequence | The order in which things happen. |
| Instruction | A command telling the computer what to do. |
| Mistake | Something wrong in the steps. |
| Plan | Deciding what to do before doing it. |
| Problem-solving | Finding a way to fix or complete something. |
These words will help you understand programming logic. Use them often so they become easy.
Computers cannot guess. They need clear, ordered steps.
Steps must happen in the right order. Wrong order causes wrong results.
Any task with clear steps is an algorithm. You use them every day.
Flowcharts and pseudocode help you plan before writing real code.
Big problems are easy to solve when broken into small steps.
These five concepts are the heart of Module 1. Read them again before moving on.
WRITING AN ALGORITHM
====================
[ Understand task ]
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[ List steps ]
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[ Put in order ]
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[ Check for mistakes ]
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[ Simplify ]
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[ Test ]
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[ Improve ]
DRAWING A FLOWCHART
===================
( Start )
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[ Step 1 ]
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< Decision? >
/ \
Yes No
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V V
[ Step 2 ] [ Step 3 ]
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( End )
Writing an algorithm and drawing a flowchart both follow clear steps. Following steps makes it easy.
Steps: insert card, enter PIN, choose amount, collect cash, collect card.
Steps: open app, choose restaurant, choose food, add to cart, pay, wait for delivery.
Steps: choose destination, choose date, choose airline, enter passenger details, pay, receive ticket.
Steps: fill form, submit documents, pay fees, receive admission letter.
Steps: pack item, write address, pay postage, send, receive confirmation.
Algorithms are in ATMs, online shopping, flight booking, school registration, and package delivery.
Steps: dial code, enter amount, enter PIN, receive confirmation.
Steps: open bank app, enter account number, enter amount, confirm, receive receipt.
Steps: blend pepper and tomatoes, fry, add stock, add rice, cook, serve.
Steps: drive to station, queue, pay, fill tank, pay again if needed, drive off.
Steps: pack item, write address, go to park, pay driver, hand over parcel, call receiver.
Nigeria has many examples of algorithms: buying airtime, sending money, cooking, buying fuel, and sending parcels.
Steps: start game, choose character, choose level, play, win or lose, restart or exit.
Steps: take bread, add butter, add filling, close, cut, eat.
Steps: find open space, hold string, run, release kite, let it fly, pull gently.
Steps: take paper, fold in half, fold corners, fold again, fold wings, throw.
Steps: find sand, add water, fill bucket, turn over, pat, decorate.
Algorithms are in video games, sandwich making, kite flying, paper planes, and sandcastles.
| Task | First Step | Last Step |
|---|---|---|
| Brushing teeth | Pick up toothbrush | Put toothbrush away |
| Charging phone | Find charger | Unplug when charged |
| Cooking rice | Wash rice | Serve |
| Going to school | Wake up | Arrive at school |
| Sending a text | Open messaging app | Send message |
Even simple daily activities are algorithms. Now you can see them everywhere.
Parents can help children develop logical thinking through daily activities and simple games.
Algorithms and flowcharts are old, powerful, and used everywhere.
Algorithms, flowcharts, and pseudocode are used by people all over the world every day.
These ten points are the heart of Module 1. Read them again before moving on.
Avoiding these mistakes will make you a better logical thinker than many adults.
These ten practices will help you become a strong logical thinker.
PROGRAMMING LOGIC
=================
[ Clear step 1 ]
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[ Clear step 2 ]
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[ Clear step 3 ]
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[ Task complete! ]
CLEAR vs UNCLEAR STEPS
======================
Unclear: "Bring me a cup"
|
V
Computer: ???? (confused)
Clear: "Walk to the kitchen.
Open the cupboard.
Take a clean cup."
|
V
Computer: Does it perfectly!
THINKING IN STEPS
=================
Big task: "Make tea"
Steps:
1. Boil water
2. Put tea bag in cup
3. Pour hot water
4. Add sugar and milk
5. Stir
6. Serve
FLOWCHART SYMBOLS
=================
( Start ) <- Oval
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V
[ Step 1 ] <- Rectangle
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< Decision? > <- Diamond
/ \
Yes No
| |
V V
[ Step 2 ] [ Step 3 ]
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V
( End ) <- Oval
BREAKING A BIG PROBLEM
======================
Big problem: "Plan a birthday party"
Break it down:
-> Choose a date
-> Choose a place
-> Make a guest list
-> Buy food and drinks
-> Plan games
-> Send invitations
-> Set up
-> Celebrate! 🎉
THINKING LIKE A PROGRAMMER
==========================
[ Understand the problem ]
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[ Break into small steps ]
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[ Put in order ]
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[ Check for mistakes ]
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[ Test the steps ]
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[ Improve ]
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[ Solve the problem! ]
These diagrams help you see programming logic clearly. Draw them yourself to remember them better.
| Algorithm | Flowchart | Pseudocode |
|---|---|---|
| Steps written in words | Steps shown in shapes | Steps written as fake code |
| Easy to write | Easy to see | Easy to change |
| Good for planning | Good for explaining | Good for coding |
| Clear Steps | Unclear Steps |
|---|---|
| Exact and simple | Vague and confusing |
| In the correct order | Wrong order |
| Complete | Missing steps |
| Computer understands | Computer fails |
| Task | Has Decisions? | Has Repetitions? |
|---|---|---|
| Making tea | No | No |
| Brushing teeth | No | Yes (brush each tooth) |
| Withdrawing money | Yes (correct PIN?) | No |
| Charging phone | Yes (charged yet?) | Yes (wait) |
Comparing ideas side by side helps you remember the differences clearly.
| Lesson | Main Idea |
|---|---|
| Lesson 1 | Programming logic means thinking in clear, ordered steps. |
| Lesson 2 | Computers cannot guess. They need clear steps. |
| Lesson 3 | Thinking in steps means breaking tasks into small actions. |
| Lesson 4 | Order matters. Wrong order causes wrong results. |
| Lesson 5 | An algorithm is a set of clear, ordered steps. |
| Lesson 6 | Algorithms are everywhere in daily life. |
| Lesson 7 | A flowchart is a picture of an algorithm. |
| Lesson 8 | Drawing flowcharts uses shapes and arrows. |
| Lesson 9 | Pseudocode is fake code written in plain English. |
| Lesson 10 | Break big problems into small steps. |
| Lesson 11 | Finding mistakes in steps prevents bigger problems. |
| Lesson 12 | Thinking like a programmer helps in life, not just coding. |
Congratulations! You have completed Module 1. Let us review what you have learned.
You began by learning that programming logic is the skill of thinking in clear, ordered steps that a computer can follow.
You learned that computers cannot guess. They need clear steps. If the steps are unclear, the program fails.
You discovered how to think in steps. Big tasks become easy when broken into small actions.
You learned that order matters. Steps must happen in the right sequence.
You explored algorithms — sets of clear, ordered steps to solve a problem. You saw that algorithms are everywhere in daily life.
You discovered flowcharts — pictures that show the steps of an algorithm using shapes and arrows.
You learned about pseudocode — fake code written in plain English to plan steps before writing real code.
You practiced breaking big problems into small steps. This makes hard tasks easy.
You learned how to find mistakes in steps and fix them.
Finally, you learned how to think like a programmer. This skill helps you in school, home, and any job.
MODULE 1 SUMMARY MAP
====================
[ Programming Logic ]
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[ Thinking in Steps ] --> [ Order Matters ]
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[ Algorithms ] --> [ Flowcharts ] --> [ Pseudocode ]
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[ Breaking Problems ] --> [ Finding Mistakes ]
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[ Thinking Like a Programmer! ]
Well done! You now have a strong foundation. In Module 2, you will learn how programs make decisions and repeat tasks.
Programming logic is thinking in clear, ordered steps that a computer can follow.
No. You can learn programming logic with just pen and paper.
Because computers cannot guess. They only follow the instructions you give them.
An algorithm is a set of clear, ordered steps to solve a problem or complete a task.
A flowchart is a picture that shows the steps of an algorithm using shapes and arrows.
Pseudocode is fake code that uses plain English to describe steps.
An algorithm can be written in any form. Pseudocode is one way of writing an algorithm using simple, code-like words.
Because steps must happen in the right sequence. Wrong order causes wrong results.
Yes! You already use it for cooking, dressing, doing homework, and many other tasks.
You will learn how programs make decisions (if / else) and how they repeat tasks (loops).
| Column A (Word) | Column B (Meaning) |
|---|---|
| 1. Algorithm | A. A picture showing steps |
| 2. Flowchart | B. A set of clear, ordered steps |
| 3. Pseudocode | C. The order in which steps happen |
| 4. Order | D. Fake code in plain English |
| 5. Logic | E. Thinking in clear, ordered steps |
Answers: 1-B, 2-A, 3-D, 4-C, 5-E
| Column A (Task) | Column B (Type) |
|---|---|
| 1. Making tea | A. Has a decision |
| 2. Withdrawing money | B. Simple sequence |
| 3. Charging a phone | C. Has repetition |
| 4. Brushing teeth | D. Has both decision and repetition |
Answers: 1-B, 2-A, 3-D, 4-C
Matching helps you connect words to meanings quickly.
A girl tells her robot, "Bring me a book." The robot does not move.
Questions:
A boy wants to make tea. His steps are: pour water into cup, boil water, add tea bag, drink. The tea is cold and tasteless.
Questions:
A student writes steps for buying airtime: dial code, enter amount, receive confirmation. But the airtime is not added.
Questions:
These scenarios help you apply what you have learned to real situations.
Group size: 3–5 students
Time: 30 minutes
Materials: Paper, pencil
Instructions:
Goal: To practise writing algorithms and flowcharts as a team.
Time: 20 minutes
Materials: Notebook, pencil
Instructions:
Goal: To connect algorithms to your own daily life.
Time: 1–2 hours
Materials: Paper, pencil, ruler
Instructions:
Goal: To practise designing algorithms and flowcharts.
Time: 1 week
Materials: Notebook, pencil
Instructions:
Goal: To see how algorithms appear in real life.
You have finished Module 1. Well done! Here is how to prepare for Module 2, which is all about Making Decisions and Repeating Tasks.
TRANSITION TO MODULE 2
======================
[ Module 1: Thinking in Steps ]
|
V
[ Module 2: Making Decisions and Repeating Tasks ]
|
V
[ You will learn: if / else, true and false,
comparisons, and loops ]
See you in Module 2. Keep thinking like a programmer!
Programming Logic for Web Developers · Beginner Level · 2026
Welcome to Module 2. In Module 1, you learned how to think in steps. You learned what an algorithm is. You learned how to draw flowcharts and write pseudocode. Those are the foundations of programming logic.
Now we go one step further. Programs do not just follow steps in a straight line. They also make choices. They also repeat actions. Imagine a game that asks, "Do you want to play again?" If you say yes, it repeats. If you say no, it stops. That is a decision and a repetition.
In this module, you will learn how programs make decisions. You will learn about if, else, and else if. You will learn about true and false. You will also learn how programs repeat tasks using loops.
Do not worry if these words sound new. Every word will be explained in simple language. You will see examples from real life, from school, from home, and from Nigeria. You will also draw flowcharts and write pseudocode for decisions and loops.
This module is written for beginners. You do not need a computer. You just need your brain and a notebook. Let us begin.
YOUR LEARNING JOURNEY IN MODULE 2
=================================
[ Start ]
|
V
What is a Decision?
|
V
True and False
|
V
If Statements
|
V
Else Statements
|
V
What is a Loop?
|
V
Repeat Loops
|
V
While and For Loops
|
V
[ You can now write programs that decide and repeat! ]
This module teaches you how programs make decisions and repeat tasks. You will learn about if, else, true and false, and loops. Everything is explained in simple language with examples.
By the end of this module, you will be able to:
You will learn how to write decisions (if, else) and repetitions (loops). You will also learn true and false, comparisons, and how to draw flowcharts with decisions.
Chidi is a 12-year-old boy who lives in Abuja. One day, his school installed a new gate. It was a smart gate. It opened by itself.
Chidi was curious. He watched the gate carefully.
When a teacher walked close, the gate opened. When a student walked close, the gate opened. But when a stranger walked close, the gate stayed closed.
"How does it know?" Chidi asked the security guard.
"It uses a sensor," the guard said. "If the person has a school ID card, the gate opens. Else, the gate stays closed."
Chidi thought about it. "So it makes a decision?"
"Yes," the guard said. "It checks: Is there an ID card? If yes, open. If no, stay closed."
Chidi was amazed. He noticed something else. The gate did not open just once. It opened for every person who had an ID card. It repeated the decision again and again.
"It also repeats!" Chidi said.
"Exactly," the guard said. "It makes a decision, then repeats. That is how most programs work."
From that day, Chidi understood. Programs make decisions and repeat tasks. That is what this module is all about.
CHIDI AND THE SMART GATE
========================
[ Person walks close ]
|
V
[ Gate checks: Does person have ID? ]
/ \
Yes No
| |
V V
[ Open gate ] [ Stay closed ]
Then the gate repeats this for the next person.
Chidi learned that the smart gate makes a decision (open or close) and repeats it for every person. This story introduces decisions and loops.
In this section, you will go through 12 short lessons. Each lesson teaches one big idea. Each lesson ends with a mini summary. Read slowly. Think about the examples. Ask questions. That is how you learn.
A decision is a choice between two or more options. In a program, a decision lets the program choose what to do based on a condition.
Without decisions, programs would always do the same thing. They could not react to different situations. Decisions make programs smart.
Think of walking to school. If it is raining, you take an umbrella. If it is not, you do not. That is a decision.
An ATM makes a decision. If your PIN is correct, it gives you money. If it is wrong, it asks you to try again.
A teacher makes a decision. If a student passes, they move to the next class. If they fail, they repeat.
Your mother makes a decision. If there is rice at home, she cooks rice. If not, she cooks something else.
A fuel station makes a decision. If there is fuel in the tank, it sells. If not, it tells customers to wait.
A SIMPLE DECISION
=================
[ Is it raining? ]
/ \
Yes No
| |
V V
[ Take [ Do not
umbrella ] take umbrella ]
A decision is a choice between options. Programs use decisions to react to different situations.
True and false are the two possible answers to a yes-or-no question. In programming, they are called Boolean values.
Every decision in a program is based on something being true or false. Without true and false, decisions would not work.
Think of a light switch. It is either ON or OFF. True is like ON. False is like OFF.
"The door is open" is either true or false. The program checks this.
"The student passed the exam" is either true or false. The school's computer checks this to decide the next class.
"There is milk in the fridge" is either true or false. Your mother checks this before making tea.
"The bank has enough money" is either true or false. The ATM checks this before giving cash.
TRUE AND FALSE
==============
True: [ YES ] [ ON ] [ Correct ]
False: [ NO ] [ OFF ] [ Wrong ]
Every decision checks something: true or false?
True and false are the two answers to a yes-or-no question. They are the foundation of every decision.
A comparison checks the relationship between two values. It asks questions like: Are they equal? Is one greater? Is one smaller?
Comparisons give us true or false answers. They are used in every decision.
Think of weighing two bags of rice. You check: Which one is heavier? That is a comparison.
A shop checks: Is the customer's money greater than or equal to the price? If yes, sell. If no, refuse.
A teacher checks: Is the student's score greater than or equal to 50? If yes, pass. If no, fail.
Your mother checks: Is the pot big enough for the rice? If yes, use it. If no, find a bigger pot.
A fuel attendant checks: Is the customer's money enough for the litres requested? If yes, pump. If no, ask for less.
COMPARISONS
===========
5 == 5 -> True (equal)
5 != 3 -> True (not equal)
10 > 5 -> True (greater)
3 < 7 -> True (less)
5 >= 5 -> True (greater or equal)
3 <= 3 -> True (less or equal)
Comparisons check relationships between values. They give true or false answers used in decisions.
An if statement is a way to tell the program: "If this is true, do that."
If statements are the most common way to make decisions in programming.
Think of a rule: "If you finish your homework, you can watch TV." The if statement checks the condition and acts.
IF it is raining THEN
take an umbrella
END IF
An ATM: IF the PIN is correct, THEN give money.
IF a student's score is 50 or more, THEN mark as passed.
IF there is no milk, THEN buy milk.
IF it is a public holiday, THEN the bank will be closed.
IF STATEMENT
============
[ Is the condition true? ]
/ \
Yes No
| |
V V
[ Do the action ] [ Skip the action ]
Example: IF it is raining, THEN take umbrella.
An if statement tells the program: "If this is true, do that." It is the most common way to make decisions.
An else statement tells the program what to do if the if condition is false.
Without else, the program would do nothing when the condition is false. Else gives the program a second option.
Think of a rule: "If you finish your homework, you can watch TV. Else, you must study." The else gives the second option.
IF it is raining THEN
take an umbrella
ELSE
wear a hat
END IF
An ATM: IF the PIN is correct, THEN give money. ELSE, show an error.
IF a student's score is 50 or more, THEN mark as passed. ELSE, mark as failed.
IF there is no milk, THEN buy milk. ELSE, make tea.
IF the fuel queue is short, THEN join it. ELSE, come back later.
IF-ELSE STATEMENT
=================
[ Is the condition true? ]
/ \
Yes No
| |
V V
[ Do action A ] [ Do action B ]
Example: IF it is raining, THEN take umbrella.
ELSE, wear a hat.
An else statement tells the program what to do when the if condition is false. It gives a second option.
An else if statement lets the program check more than one condition. It is used when there are more than two options.
Many real-world decisions have more than two options. Else if handles these.
Think of grading: If score is 70 or more, grade A. Else if 60 or more, grade B. Else if 50 or more, grade C. Else, fail.
IF score >= 70 THEN
grade = A
ELSE IF score >= 60 THEN
grade = B
ELSE IF score >= 50 THEN
grade = C
ELSE
grade = F
END IF
A traffic light: IF green, go. ELSE IF yellow, slow down. ELSE (red), stop.
A school grading system: IF 70+, A. ELSE IF 60+, B. ELSE IF 50+, C. ELSE, F.
IF there is rice, cook rice. ELSE IF there is beans, cook beans. ELSE, buy food.
IF the queue is short, join. ELSE IF the queue is medium, wait. ELSE, come back later.
ELSE IF CHAIN
=============
[ Score >= 70? ]
/ \
Yes No
| |
V V
[ Grade A ] [ Score >= 60? ]
/ \
Yes No
| |
V V
[ Grade B ] [ Score >= 50? ]
/ \
Yes No
| |
V V
[ Grade C ] [ Grade F ]
Else if lets the program check more than one condition. It is used when there are more than two options.
A loop is a way to repeat a set of steps many times. It saves you from writing the same steps again and again.
Without loops, programs would be very long. Loops make programs shorter and smarter.
Think of brushing your teeth. You do not brush just once. You brush each tooth one by one. That is a loop.
A washing machine repeats the wash, rinse, and spin cycle. That is a loop.
A teacher marks 30 exam papers one by one. That is a loop.
Your mother washes 10 plates one by one. That is a loop.
A trader sells 50 bags of rice to different customers one by one. That is a loop.
LOOP CONCEPT
============
[ Start ]
|
V
[ Do the task ]
|
V
[ More to do? ]
/ \
Yes No
| |
+--> repeat |
V
[ End ]
A loop repeats a set of steps. It saves time and makes programs shorter.
A repeat loop repeats a set of steps a fixed number of times. You tell the program how many times to repeat.
Repeat loops are simple and useful. You use them when you know exactly how many times to repeat.
Think of doing 10 push-ups. You know the number. So you repeat 10 times.
REPEAT 5 TIMES
clap your hands
END REPEAT
A music player repeats a song 3 times. You set the number.
A teacher asks students to write a sentence 10 times. That is a repeat loop.
Your mother stirs the pot 20 times. That is a repeat loop.
A football player does 50 sit-ups. That is a repeat loop.
REPEAT LOOP
===========
[ Set count = 1 ]
|
V
[ Do the task ]
|
V
[ count = count + 1 ]
|
V
[ Is count > 5? ]
/ \
No Yes
| |
+--> repeat V
[ End ]
Example: Clap 5 times.
A repeat loop repeats steps a fixed number of times. You tell the program how many times.
A while loop repeats a set of steps as long as a condition is true. It stops when the condition becomes false.
While loops are used when you do not know exactly how many times to repeat. You repeat until something changes.
Think of waiting for a bus. While the bus has not arrived, you keep waiting. When it arrives, you stop waiting.
WHILE there is water in the bucket
scoop water
END WHILE
A phone charges. While the battery is not full, keep charging.
While there are exam papers, keep marking.
While there are dirty plates, keep washing.
While there is fuel in the tank, keep selling.
WHILE LOOP
==========
[ Check condition ]
|
V
[ Is it true? ]
/ \
Yes No
| |
V V
[ Do task ] [ End ]
|
+--> check condition again
Example: WHILE water remains, scoop water.
A while loop repeats as long as a condition is true. It stops when the condition becomes false.
A for loop repeats steps a specific number of times, like a repeat loop. But it is more powerful. It can count and use the count.
For loops are used for counting, listing, and going through items one by one.
Think of counting from 1 to 10. You say 1, 2, 3, and so on. A for loop does that.
FOR number FROM 1 TO 10
print number
END FOR
A teacher calls roll numbers 1 to 30. That is a for loop.
A student reads pages 1 to 20 of a book. That is a for loop.
Your mother counts 12 eggs in a tray. That is a for loop.
A bus conductor counts 14 passengers. That is a for loop.
FOR LOOP
========
FOR count FROM 1 TO 5
print "Hello"
NEXT count
This prints "Hello" 5 times.
Count: 1 2 3 4 5
Hello Hello Hello Hello Hello
A for loop repeats steps a specific number of times. It is used for counting and listing.
Decisions are used when the program must choose. Loops are used when the program must repeat. Knowing when to use each is a key skill.
Using the wrong one makes programs confusing. Choosing the right one makes programs simple and clear.
Think of a traffic light. It chooses between green, yellow, and red (decision). It also repeats the cycle (loop).
| Use a Decision When... | Use a Loop When... |
|---|---|
| There are options | There is repetition |
| The program must choose | The program must repeat |
| Example: If it rains | Example: For each student |
A shop uses a decision: If a customer has money, sell. It uses a loop: For each item in the cart, calculate the price.
A teacher uses a decision: If the score is above 50, pass. She uses a loop: For each student, mark the paper.
Your mother uses a decision: If there is no milk, buy more. She uses a loop: For each plate, wash it.
A fuel attendant uses a decision: If the tank is empty, stop selling. He uses a loop: For each customer, pump fuel.
DECISION vs LOOP
================
Decision: Loop:
[ Choose A or B ] [ Repeat this task ]
| |
V V
One action Many actions
Sometimes you need both!
Use decisions when the program must choose. Use loops when the program must repeat. Often you need both.
Many programs use decisions inside loops. This means each time the loop runs, the program makes a decision.
Combining decisions and loops lets you handle complex tasks. It is the way real programs work.
Think of a teacher marking exam papers. For each paper (loop), she checks if the score is above 50 (decision).
FOR each student in the class
IF student score >= 50 THEN
mark student as passed
ELSE
mark student as failed
END IF
END FOR
A bank goes through each transaction (loop). If the amount is over ₦1,000,000, it flags the transaction for review (decision).
A school goes through each student (loop). If the fees are paid, the student can sit for exams (decision).
Your mother goes through each item in the fridge (loop). If it is expired, she throws it away (decision).
A bus conductor goes through each passenger (loop). If the passenger has paid, he gives a ticket (decision).
DECISION INSIDE A LOOP
======================
FOR each item
|
V
[ Check condition ]
/ \
Yes No
| |
V V
[ Action A ] [ Action B ]
| |
+------+------+
|
V
[ Next item ]
Many programs use decisions inside loops. Each time the loop runs, the program makes a decision.
You have now learned the core ideas of Module 2: what decisions are, true and false, comparisons, if statements, else and else if, what loops are, repeat loops, while loops, for loops, when to use decisions and loops, and how to combine them.
| Word | Simple Definition |
|---|---|
| Decision | A choice between two or more options. |
| Condition | Something that is either true or false. |
| True | Yes, correct, or on. |
| False | No, wrong, or off. |
| Boolean | A value that is either true or false. |
| Comparison | Checking the relationship between two values. |
| If statement | Do something if a condition is true. |
| Else statement | Do something if the condition is false. |
| Else if statement | Check another condition if the first is false. |
| Loop | Repeating a set of steps. |
| Repeat loop | Repeat a fixed number of times. |
| While loop | Repeat as long as a condition is true. |
| For loop | Repeat a specific number of times, often counting. |
| Counter | A number that keeps track of how many times something happens. |
| Infinite loop | A loop that never stops. |
These words will help you understand decisions and loops. Use them often so they become easy.
Decisions let programs react to different situations. Without them, programs would always do the same thing.
Every decision checks something that is either true or false.
Loops repeat steps. They make programs shorter and easier to write.
Use repeat loops when you know the count. Use while loops when you do not.
Real programs often use decisions inside loops. This lets them handle complex tasks.
These five concepts are the heart of Module 2. Read them again before moving on.
WRITING AN IF-ELSE
==================
IF score >= 50 THEN
print "Passed"
ELSE
print "Failed"
END IF
WRITING A WHILE LOOP
====================
count = 1
WHILE count <= 5
print count
count = count + 1
END WHILE
DECISION FLOWCHART
==================
( Start )
|
V
[ Read score ]
|
V
< Score >= 50? >
/ \
Yes No
| |
V V
[ Print ] [ Print ]
[ Passed ] [ Failed ]
| |
+------+------+
|
V
( End )
Writing decisions and loops, and drawing flowcharts, all follow clear steps. Following steps makes it easy.
A traffic light uses decisions: If green, go. Else if yellow, slow down. Else, stop. It also loops through the colours repeatedly.
An ATM uses decisions: If PIN is correct, allow. Else, reject. It also loops: For each transaction, process it.
A washing machine uses a loop: While there is water, keep washing. If the timer ends, stop.
An online cart uses a loop: For each item, add the price. It uses a decision: If the total is over ₦50,000, give free delivery.
A music player uses a loop: For each song in the playlist, play it. If the user presses stop, stop.
Decisions and loops appear in traffic lights, ATMs, washing machines, shopping carts, and music players.
Decision: If you entered the right PIN, airtime is added. Else, an error message appears.
Decision: If your balance is enough, the transfer goes through. Else, the transfer fails.
Loop: For each item, add the price. Decision: If the total is correct, confirm payment.
Loop: For each customer, pump fuel. Decision: If the tank is empty, stop selling.
Loop: For each subject, check the score. Decision: If the score is 50 or more, mark as pass.
Nigeria has many examples of decisions and loops: airtime, bank transfers, POS, fuel stations, and school portals.
Decision: If the player touches an enemy, lose a life. Loop: For each level, load the level.
Decision: If it is cold, wear a jacket. Else, wear a T-shirt.
Loop: Count to 20. Decision: If you find everyone, the game ends.
Decision: If you have cheese, add cheese. Else, skip it. Loop: For each slice, add filling.
Loop: For each friend, give one sweet. Decision: If there are no sweets left, stop.
Decisions and loops appear in video games, choosing clothes, hide and seek, sandwiches, and sharing sweets.
| Task | Decision | Loop |
|---|---|---|
| Brushing teeth | If tooth is clean, move on | For each tooth |
| Charging phone | If charged, unplug | While not full, keep charging |
| Cooking rice | If soft, serve | While cooking, stir |
| Going to school | If raining, take umbrella | For each subject, attend class |
| Sending a text | If recipient exists, send | For each message, send |
Even simple daily activities use decisions and loops. Now you can see them everywhere.
Parents can help children learn decisions and loops through daily activities and simple games.
Decisions and loops are powerful, old, and used everywhere.
Decisions and loops are full of surprises. The more you learn, the more interesting they become.
These ten points are the heart of Module 2. Read them again before moving on.
Avoiding these mistakes will make you a better logical thinker than many adults.
These ten practices will help you write better decisions and loops.
A SIMPLE DECISION
=================
[ Is it raining? ]
/ \
Yes No
| |
V V
[ Take [ Do not
umbrella ] take umbrella ]
TRUE AND FALSE
==============
True: [ YES ] [ ON ] [ Correct ]
False: [ NO ] [ OFF ] [ Wrong ]
IF-ELSE STATEMENT
=================
[ Is the condition true? ]
/ \
Yes No
| |
V V
[ Do action A ] [ Do action B ]
ELSE IF CHAIN
=============
[ Score >= 70? ]
/ \
Yes No
| |
V V
[ Grade A ] [ Score >= 60? ]
/ \
Yes No
| |
V V
[ Grade B ] [ Score >= 50? ]
/ \
Yes No
| |
V V
[ Grade C ] [ Grade F ]
WHILE LOOP
==========
[ Check condition ]
|
V
[ Is it true? ]
/ \
Yes No
| |
V V
[ Do task ] [ End ]
|
+--> check condition again
DECISION INSIDE A LOOP
======================
FOR each item
|
V
[ Check condition ]
/ \
Yes No
| |
V V
[ Action A ] [ Action B ]
| |
+------+------+
|
V
[ Next item ]
These diagrams help you see decisions and loops clearly. Draw them yourself to remember them better.
| If | Else If | Else |
|---|---|---|
| Checks the first condition | Checks another condition | Runs when all conditions are false |
| Runs if true | Runs if the first was false but this one is true | Runs always as the last option |
| One per decision | Can have many | One per decision |
| Repeat Loop | While Loop | For Loop |
|---|---|---|
| Fixed number of times | Until a condition is false | Fixed number, with counting |
| You know the count | You do not know the count | You know the range |
| Example: Clap 5 times | Example: While water remains | Example: Count from 1 to 10 |
| Decision | Loop |
|---|---|
| Chooses between options | Repeats steps |
| Uses true or false | Uses a condition too |
| Runs once per check | Runs many times |
| Example: If it rains | Example: For each student |
Comparing ideas side by side helps you remember the differences clearly.
| Lesson | Main Idea |
|---|---|
| Lesson 1 | A decision is a choice between options. |
| Lesson 2 | True and false are the two answers to a yes-or-no question. |
| Lesson 3 | Comparisons check relationships between values. |
| Lesson 4 | An if statement runs when a condition is true. |
| Lesson 5 | An else statement runs when a condition is false. |
| Lesson 6 | An else if statement checks another condition. |
| Lesson 7 | A loop repeats a set of steps. |
| Lesson 8 | Repeat loops repeat a fixed number of times. |
| Lesson 9 | While loops repeat as long as a condition is true. |
| Lesson 10 | For loops repeat a specific number of times, often counting. |
| Lesson 11 | Use decisions to choose, and loops to repeat. |
| Lesson 12 | Real programs combine decisions and loops. |
Congratulations! You have completed Module 2. Let us review what you have learned.
You began by learning that a decision is a choice between options. Programs use decisions to react to different situations.
You learned about true and false, the two answers to a yes-or-no question. Every decision checks something that is either true or false.
You explored comparisons — equal, not equal, greater than, less than, and more.
You learned how to write if statements — "If this is true, do that."
You added else and else if to handle more options.
You discovered loops — ways to repeat steps. You learned about repeat loops, while loops, and for loops.
You learned when to use decisions and when to use loops. You also learned how to combine them.
MODULE 2 SUMMARY MAP
====================
[ Decision ] --> [ True / False ] --> [ Comparisons ]
|
V
[ If ] --> [ Else ] --> [ Else If ]
|
V
[ Loop ] --> [ Repeat ] --> [ While ] --> [ For ]
|
V
[ Decision + Loop Together! ]
Well done! You now understand how programs make decisions and repeat tasks. In Module 3, you will learn how programs store and use information.
A decision is a choice between two or more options. Programs use decisions to react to different situations.
True and false are the two answers to a yes-or-no question. They are the foundation of every decision.
A comparison checks the relationship between two values. It asks: Are they equal? Is one greater? Is one smaller?
An if statement tells the program: "If this is true, do that."
An else statement tells the program what to do when the if condition is false.
An else if statement lets the program check more than one condition. It is used when there are more than two options.
A loop is a way to repeat a set of steps many times.
A repeat loop repeats a fixed number of times. A while loop repeats as long as a condition is true.
An infinite loop is a loop that never stops. It happens when the condition never becomes false.
Yes! You already use them for cooking, dressing, playing games, and many other tasks.
| Column A (Word) | Column B (Meaning) |
|---|---|
| 1. Decision | A. Repeat a fixed number of times |
| 2. If statement | B. A choice between options |
| 3. Loop | C. Run when a condition is true |
| 4. Repeat loop | D. Run when a condition is false |
| 5. Else statement | E. Repeat a set of steps |
Answers: 1-B, 2-C, 3-E, 4-A, 5-D
| Column A (Task) | Column B (Type) |
|---|---|
| 1. If it rains, take umbrella | A. While loop |
| 2. For each student, mark paper | B. For loop |
| 3. While water remains, scoop | C. If statement |
| 4. Clap 5 times | D. Repeat loop |
Answers: 1-C, 2-B, 3-A, 4-D
Matching helps you connect words to meanings quickly.
A customer enters the wrong PIN at an ATM. The ATM does nothing. No message appears. The customer is confused.
Questions:
A music player keeps playing the same song forever. The user cannot stop it.
Questions:
A shopping website always gives free delivery, even when the order is small. The company is losing money.
Questions:
These scenarios help you apply what you have learned to real situations.
Group size: 3–5 students
Time: 40 minutes
Materials: Paper, pencil, ruler
Instructions:
Goal: To practise decisions and loops together.
Time: 20 minutes
Materials: Notebook, pencil
Instructions:
Goal: To connect decisions and loops to your own daily life.
Time: 1–2 hours
Materials: Paper, pencil, ruler
Instructions:
Goal: To practise decisions and loops together.
Time: 1 week
Materials: Notebook, pencil
Instructions:
Goal: To see how decisions and loops appear in real life.
You have finished Module 2. Well done! Here is how to prepare for Module 3, which is all about Storing and Using Information.
TRANSITION TO MODULE 3
======================
[ Module 2: Making Decisions and Repeating Tasks ]
|
V
[ Module 3: Storing and Using Information ]
|
V
[ You will learn: variables, data types,
lists, functions, and input/output ]
See you in Module 3. Keep thinking like a programmer!
Programming Logic for Web Developers · Beginner Level · 2026
Welcome to Module 3 — the final module of the Programming Logic for Web Developers course. You have come a long way. In Module 1, you learned how to think in steps. In Module 2, you learned how programs make decisions and repeat tasks.
Now we come to the last piece of the puzzle. Programs must remember things. They must store information. If a program cannot remember your name, your score, or your shopping list, it is not useful.
In this module, you will learn how programs store and use information. You will learn about variables — boxes that hold information. You will learn about data types — the different kinds of information. You will learn about lists and arrays — ways to store many things together. You will learn about functions — reusable blocks of steps. And you will learn about input and output — how programs receive and send information.
Do not worry if these words sound new. Every word will be explained in very simple language. Every idea will come with examples from real life, school, home, and Nigeria.
This is the last module. Take your time. Enjoy it. By the end, you will have all the logic skills you need to start learning HTML, CSS, and JavaScript.
YOUR LEARNING JOURNEY IN MODULE 3
=================================
[ Start ]
|
V
What are Variables?
|
V
What are Data Types?
|
V
Numbers, Text, and True/False
|
V
What are Lists?
|
V
What are Functions?
|
V
What is Input and Output?
|
V
[ You can now store and use information! ]
This module teaches you how programs store and use information. You will learn about variables, data types, lists, functions, and input/output.
By the end of this module, you will be able to:
You will learn how programs store information (variables, lists) and how they use it (functions, input/output). You will also learn about data types.
Amina is a 13-year-old girl who lives in Kano. One morning, she packed her school bag for the day.
She put her Maths textbook in one pocket. She put her English textbook in another pocket. She put her pencil case in the front. She put her lunchbox in the side. She put her water bottle in the other side.
When she got to school, she knew exactly where everything was. When the teacher asked for Maths, she opened the Maths pocket. When she wanted lunch, she opened the lunch side.
Her friend, Fatima, was not so organised. She had thrown everything into one big bag. When the teacher asked for Maths, she spent five minutes searching. When she wanted water, she could not find it.
"Amina, how do you always know where everything is?" Fatima asked.
Amina smiled. "Each thing has its own place. I gave each item a name. When I need something, I just call its name."
Fatima thought about it. "So if I put Maths in a pocket called 'MathsBook', I just say, 'Open MathsBook', and I find it?"
"Exactly," Amina said. "That is how computers work too. Every piece of information gets a name. When the program needs it, it calls the name."
Fatima smiled. She had learned something important. Information needs a place and a name. That is what programming is all about.
AMINA'S SCHOOL BAG
==================
[ MathsBook ] <- a variable holding a Maths book
[ EnglishBook ] <- a variable holding an English book
[ PencilCase ] <- a variable holding pencils
[ LunchBox ] <- a variable holding lunch
[ WaterBottle ] <- a variable holding water
Each item has a name. You call the name to get the item.
Amina organised her school bag by giving each item a name and a place. Computers do the same with variables. This story introduces the whole module.
In this section, you will go through 12 short lessons. Each lesson teaches one big idea. Each lesson ends with a mini summary. Read slowly. Think about the examples. Ask questions. That is how you learn.
A variable is a named box that stores information in a program. You give it a name, put something inside, and use it later.
Without variables, programs could not remember anything. They would forget your name, your score, and your shopping list.
Think of a labelled jar in a kitchen. One jar says "Sugar". Another says "Salt". You open the right jar when you need it. A variable is like a labelled jar.
In a game, the score is stored in a variable called "score". Every time you win a point, the score increases.
A student's name is stored in a variable called "studentName". The school uses it to print certificates.
Your family's monthly budget is stored in a variable called "budget". Every time you spend, the budget decreases.
A bank stores your account balance in a variable called "balance". When you deposit money, the balance increases.
VARIABLES ARE LIKE LABELLED JARS
================================
[ Sugar ] <- variable holding sugar
[ Salt ] <- variable holding salt
[ Rice ] <- variable holding rice
In a program:
score = 0
name = "Amina"
balance = 5000
A variable is a named box that stores information. You give it a name, put something inside, and use it later.
Naming a variable means choosing a clear word to identify it. A good name helps you remember what the variable holds.
If you name a variable badly, you will get confused. Good names make programs easy to read and understand.
Think of naming a pet. If you call your dog "Dog", it is confusing. If you call it "Rex", it is clear. Variables are the same.
A game stores the player's score in a variable called "playerScore", not just "x".
A school stores each student's name in a variable called "studentName", and their score in "studentScore".
Your family stores its shopping list in a variable called "shoppingList".
A bank stores your balance in a variable called "accountBalance". It stores your account number in "accountNumber".
GOOD NAMES vs BAD NAMES
=======================
Bad: x = 5000 (What is x?)
Good: accountBalance = 5000 (Clear!)
Bad: a = "Amina" (What is a?)
Good: studentName = "Amina" (Clear!)
Good variable names are clear, short, and describe what the variable holds. Bad names cause confusion.
A data type tells the program what kind of information is stored in a variable. The three main types are numbers, text, and true/false.
Different types of information behave differently. You can add numbers. You cannot add text the same way. Knowing the type helps you use it correctly.
Think of a kitchen. You have dry foods, wet foods, and frozen foods. Each is stored differently. Data types are like that for information.
A person's age is a number. Their name is text. Whether they are married is true or false.
A student's score is a number. Their name is text. Whether they passed is true or false.
The number of eggs in a tray is a number. The shopping list is text. Whether the milk is finished is true or false.
Your account balance is a number. Your account name is text. Whether your account is active is true or false.
THREE DATA TYPES
================
Number: age = 13
balance = 5000
price = 250.50
Text: name = "Amina"
city = "Kano"
message = "Hello"
True/False: isRaining = true
isPassed = false
hasPaid = true
A data type tells the program what kind of information is stored. The three main types are numbers, text, and true/false.
Numbers are a data type used for counting, measuring, and calculating. Numbers can be whole (like 5) or have decimals (like 3.14).
Numbers are used in almost every program. Scores, prices, ages, and distances are all numbers.
Think of a market. Prices, quantities, and change are all numbers. You can add them, subtract them, and multiply them.
A shopkeeper calculates the total price of goods. That is using numbers.
A teacher calculates the average score of the class. That is using numbers.
Your mother calculates how much money to spend on food. That is using numbers.
A POS machine calculates the total price of items and prints a receipt. That is using numbers.
NUMBERS IN ACTION
=================
price = 250
quantity = 3
total = price * quantity
total is now 750.
Numbers can be added, subtracted, multiplied, and divided.
Numbers are used for counting, measuring, and calculating. They can be whole or have decimals.
Text is a data type used for words, letters, and sentences. In programming, text is often called a string.
Names, addresses, and messages are all text. Programs use text to communicate.
Think of a letter you write. Every word is text. A program uses text the same way.
Your email address is text. Your name is text. Your messages are text.
A student's name and class are text. The school stores them.
Your shopping list is text. Each item is a word.
Your bank account name is text. It is stored in the bank's database.
TEXT IN ACTION
==============
name = "Amina Yusuf"
city = "Kano"
message = "Hello, how are you?"
Text is always in quotes: "..."
You can join text: "Hello, " + "Amina" = "Hello, Amina"
Text is used for words, letters, and sentences. In programming, text is often called a string.
True/False is a data type with only two possible values: true or false. It is used for yes-or-no questions.
Many decisions in programs depend on true or false. For example, "Is the user logged in?" is either true or false.
Think of a light switch. It is either ON or OFF. True is like ON. False is like OFF.
"The door is open" is true or false. "The milk is finished" is true or false.
"The student has paid fees" is true or false. The school uses it to allow exam registration.
"The gas cooker is on" is true or false. Your family uses it to be safe.
"Your BVN is verified" is true or false. The bank uses it before you can open an account.
TRUE / FALSE IN ACTION
======================
isRaining = true
isLoggedIn = false
hasPaidFees = true
If hasPaidFees is true, allow registration.
If hasPaidFees is false, block registration.
True/False is a data type with only two values. It is used for yes-or-no questions.
A list (also called an array) is a way to store many pieces of information in one variable. Each piece is called an item.
Without lists, you would need a separate variable for every item. Lists keep things organised.
Think of a shopping list. It has many items. You do not have a separate paper for each item. You have one list. Lists in programming work the same way.
A music playlist is a list. It has many songs. A contact list on your phone is a list.
A class register is a list of student names. A timetable is a list of subjects.
A shopping list is a list of items to buy. A chore list is a list of tasks.
A bus manifest is a list of passengers. A bank statement is a list of transactions.
A LIST IS LIKE A SHOPPING LIST
==============================
shoppingList = [ "Rice", "Beans", "Oil", "Salt" ]
Item 1: "Rice"
Item 2: "Beans"
Item 3: "Oil"
Item 4: "Salt"
You can get any item by its position.
A list stores many pieces of information in one variable. Each piece is called an item.
Using a list means adding items, removing items, reading items, and going through each item one by one.
Lists become powerful when you can use them. You can loop through them and do something for each item.
Think of a teacher with a class register. She calls each name one by one. That is going through a list.
A music player goes through each song in the playlist and plays it one by one.
A teacher goes through each name on the class register and marks attendance.
Your mother goes through each item on the shopping list and ticks it off as she buys it.
A bus conductor goes through each passenger on the manifest and gives a ticket.
USING A LIST
============
shoppingList = [ "Rice", "Beans", "Oil", "Salt" ]
FOR each item in shoppingList
print item
END FOR
Output:
Rice
Beans
Oil
Salt
Using a list means adding, removing, reading, and looping through items. Lists are powerful when combined with loops.
A function is a block of steps that you can use again and again. You give it a name and call it whenever you need it.
Functions save time. Instead of writing the same steps many times, you write them once and call them.
Think of a recipe. Once you know the recipe, you can cook the same dish anytime. A function is a recipe for a program.
A calculator has a "square root" button. You press it and it does the calculation. That is a function.
A teacher has a routine for marking attendance. She follows the same steps each day. That is a function.
Your mother has a recipe for jollof rice. She uses the same steps each time. That is a function.
A POS machine has a "calculate total" function. Every time a customer buys something, it uses the same function.
A FUNCTION IS LIKE A RECIPE
===========================
FUNCTION greet(name)
print "Hello, " + name
END FUNCTION
greet("Amina") -> "Hello, Amina"
greet("Chidi") -> "Hello, Chidi"
Same steps, different inputs.
A function is a block of steps you can use again and again. It saves time and keeps programs organised.
Input is information that goes into a program. Output is information that comes out of a program.
Without input, a program would have nothing to work with. Without output, a program would have nothing to show.
Think of a calculator. You type numbers (input). The calculator shows the answer (output).
A bank web application: You enter your account number (input). It shows your balance (output).
A result portal: You enter your exam number (input). It shows your results (output).
A calculator: You enter 2 + 3 (input). It shows 5 (output).
A POS machine: You enter the amount (input). It prints a receipt (output).
INPUT AND OUTPUT
================
[ Input ] --> [ Program ] --> [ Output ]
Example:
[ 2 + 3 ] --> [ Calculator ] --> [ 5 ]
Another example:
[ account number ] --> [ Bank app ] --> [ balance ]
Input is information going into a program. Output is information coming out. Every program uses both.
Putting it all together means using variables, data types, lists, functions, and input/output in one program.
Real programs use all of these together. Understanding how they fit is the key to writing useful programs.
Think of a small shop. It has shelves (variables), categories (data types), item lists (lists), routines (functions), and customers (input/output). All work together.
START
shoppingList = [ "Rice", "Beans", "Oil" ]
FUNCTION printList(list)
FOR each item in list
print item
END FOR
END FUNCTION
printList(shoppingList)
name = "Amina"
print "Hello, " + name
END
A school portal uses variables for student name, a list for subjects, a function to calculate average, and input/output to show results.
A school attendance app stores names in a list, uses a function to count present students, and outputs the total.
A shopping app stores items in a list, calculates the total, and shows the receipt.
A POS machine stores items in a list, uses a function to add prices, and prints a receipt.
PUTTING IT ALL TOGETHER
=======================
[ Variables ] -> [ Data Types ] -> [ Lists ]
| | |
V V V
[ Functions ] -> [ Input/Output ] -> [ Complete Program! ]
Real programs use variables, data types, lists, functions, and input/output together. Understanding how they fit is key.
Becoming a programmer means using logic to solve problems with code. You have all the basics now.
Programming is a valuable skill. It lets you build apps, solve problems, and help others.
Think of learning to ride a bicycle. First you learn balance. Then pedalling. Then steering. Once you know these, you can ride anywhere. Programming is the same.
A person who learns to code can build a website, an app, or a game.
A student who learns to code can build a class project website or a simple quiz app.
A young person can build a website for a family business and help it grow.
Many Nigerians have learned to code and now work for companies around the world. You can do it too.
BECOMING A PROGRAMMER
=====================
[ Learn to think in steps ]
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[ Learn decisions and loops ]
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[ Learn variables and data ]
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[ Choose a language ]
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[ Build small projects ]
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[ Build bigger projects ]
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[ Celebrate! 🎉 ]
Becoming a programmer means using logic to solve problems. You have all the basics now. Keep learning and building.
You have now learned the core ideas of Module 3: variables, naming variables, data types, numbers, text, true/false, lists, using lists, functions, input/output, and how everything fits together.
| Word | Simple Definition |
|---|---|
| Variable | A named box that stores information. |
| Data type | The kind of information stored in a variable. |
| Number | A data type for counting and calculating. |
| Text (String) | A data type for words and letters. |
| True/False | A data type with only two values. |
| List (Array) | A way to store many items in one variable. |
| Item | One piece of information in a list. |
| Function | A block of steps you can use again and again. |
| Input | Information that goes into a program. |
| Output | Information that comes out of a program. |
| Call | Using a function by its name. |
| Parameter | Information you give to a function. |
| Return | Information a function gives back. |
| Value | What is stored inside a variable. |
| Assign | Putting a value into a variable. |
These words will help you understand how programs store and use information. Use them often so they become easy.
Variables give information a name so programs can find it later.
Numbers, text, and true/false are different. Programs handle them differently.
Lists store many items in one place. They are perfect for going through items one by one.
Functions are reusable blocks of steps. Write once, use many times.
Every useful program receives information and produces a result.
These five concepts are the heart of Module 3. Read them again before moving on.
USING A VARIABLE
================
score = 0
score = score + 1
score = score + 1
print score
Output: 2
USING A LIST
============
fruits = [ "Mango", "Banana", "Orange" ]
print fruits[0] -> Mango
print fruits[1] -> Banana
FOR each fruit in fruits
print fruit
END FOR
WRITING A FUNCTION
==================
FUNCTION greet(name)
print "Hello, " + name
END FUNCTION
greet("Amina")
greet("Chidi")
Output:
Hello, Amina
Hello, Chidi
Using variables, lists, and functions all follow clear steps. Following steps makes it easy.
A shopping cart uses a list to store items. It uses a function to calculate the total. It uses input (the items you choose) and output (the receipt).
A bank uses variables to store your name and balance. It uses a function to add or subtract money.
A music player stores songs in a list. It uses a function to play each song.
A school portal stores student names in a list. It uses a function to calculate the average score.
A calculator uses variables for numbers. It uses functions for addition and subtraction.
Variables, lists, and functions appear in shopping carts, banks, music players, school portals, and calculators.
A POS machine stores items in a list. It uses a function to calculate the total. It shows the receipt as output.
A bank stores your balance in a variable. It uses a function to transfer money.
A school portal stores each student's name and scores. It uses a function to calculate the grade.
A pure water seller uses a variable to track bags sold. Each bag sold adds to the variable.
These online stores use variables for prices, lists for products, and functions for calculating totals.
Nigeria has many examples of variables, lists, and functions in POS machines, banks, schools, and shops.
A game stores your score in a variable. Every point adds to it.
A music playlist is a list of songs. The app plays each one.
A pencil case is like a list of items: pens, pencils, erasers.
A recipe is like a function. You follow the same steps each time.
A team is a list of players. The coach uses a function to select the starting eleven.
Variables, lists, and functions appear in video games, playlists, pencil cases, recipes, and sports teams.
| Task | Variable | List | Function |
|---|---|---|---|
| Shopping | Total price | Items to buy | Calculate total |
| Cooking | Number of servings | Ingredients | Cook rice |
| Charging phone | Battery level | Apps open | Charge battery |
| Going to school | Time left | Subjects for the day | Attend class |
| Sending a text | Message length | Contacts | Send message |
Even simple daily activities use variables, lists, and functions.
Parents can help children understand variables, lists, and functions through daily activities.
Variables, lists, and functions are powerful, common, and used everywhere.
Variables, lists, functions, and input/output are the foundation of every program.
These ten points are the heart of Module 3. Read them again before finishing the course.
Avoiding these mistakes will make you a better programmer than many adults.
These ten practices will help you write better programs.
VARIABLES ARE LIKE LABELLED JARS
================================
[ Sugar ] <- variable holding sugar
[ Salt ] <- variable holding salt
[ Rice ] <- variable holding rice
THREE DATA TYPES
================
Number: age = 13
balance = 5000
Text: name = "Amina"
city = "Kano"
True/False: isRaining = true
isPassed = false
A LIST IS LIKE A SHOPPING LIST
==============================
shoppingList = [ "Rice", "Beans", "Oil", "Salt" ]
Item 1: "Rice"
Item 2: "Beans"
Item 3: "Oil"
Item 4: "Salt"
A FUNCTION IS LIKE A RECIPE
===========================
FUNCTION greet(name)
print "Hello, " + name
END FUNCTION
greet("Amina") -> "Hello, Amina"
greet("Chidi") -> "Hello, Chidi"
INPUT AND OUTPUT
================
[ Input ] --> [ Program ] --> [ Output ]
Example:
[ 2 + 3 ] --> [ Calculator ] --> [ 5 ]
PUTTING IT ALL TOGETHER
=======================
[ Variables ] -> [ Data Types ] -> [ Lists ]
| | |
V V V
[ Functions ] -> [ Input/Output ] -> [ Complete Program! ]
These diagrams help you see how programs store and use information. Draw them yourself to remember them better.
| Number | Text (String) | True/False |
|---|---|---|
| For counting and calculating | For words and letters | For yes-or-no questions |
| Example: 5, 100, 3.14 | Example: "Amina", "Hello" | Example: true, false |
| Can be added | Can be joined | Can be checked |
| Variable | List |
|---|---|
| Holds one item | Holds many items |
| Example: name = "Amina" | Example: fruits = ["Mango", "Banana"] |
| Simple | More powerful |
| Input | Output |
|---|---|
| Information going in | Information coming out |
| From the user, keyboard, file | To the screen, printer, file |
| Example: typing a name | Example: showing a greeting |
Comparing ideas side by side helps you remember the differences clearly.
| Lesson | Main Idea |
|---|---|
| Lesson 1 | A variable is a named box that stores information. |
| Lesson 2 | Good variable names are clear and short. |
| Lesson 3 | A data type tells what kind of information is stored. |
| Lesson 4 | Numbers are used for counting and calculating. |
| Lesson 5 | Text is used for words and letters. |
| Lesson 6 | True/False is used for yes-or-no questions. |
| Lesson 7 | A list stores many items in one variable. |
| Lesson 8 | Using a list means adding, removing, reading, and looping. |
| Lesson 9 | A function is a reusable block of steps. |
| Lesson 10 | Input goes into a program. Output comes out. |
| Lesson 11 | Real programs use all these parts together. |
| Lesson 12 | Anyone can become a programmer with practice. |
Congratulations! You have completed Module 3. Let us review what you have learned.
You began by learning that a variable is a named box that stores information. You learned how to give variables good names.
You discovered data types — the kind of information a variable holds. You learned about numbers, text, and true/false.
You explored lists — ways to store many items in one variable. You learned how to add, remove, read, and loop through items.
You learned about functions — reusable blocks of steps. Functions save time and keep programs organised.
You discovered input and output — how programs receive and send information.
Finally, you learned how to put it all together and how to become a programmer.
MODULE 3 SUMMARY MAP
====================
[ Variables ] --> [ Data Types ] --> [ Lists ]
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[ Functions ] --> [ Input/Output ] --> [ Complete Program! ]
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[ You can now store and use information! ]
Well done! You have completed the entire Programming Logic for Web Developers course. You now have the logical foundation to learn any programming language.
A variable is a named box that stores information in a program.
Clear names make programs easy to read and understand. Bad names cause confusion.
A data type tells the program what kind of information is stored — a number, text, or true/false.
Numbers, text (strings), and true/false.
A list stores many items in one variable. Each item can be used separately.
A function is a reusable block of steps. You write it once and call it whenever needed.
Input is information going into a program, like typing your name.
Output is information coming out of a program, like showing your greeting on the screen.
Yes! You already use them for shopping lists, recipes, and routines.
After this course, you can learn HTML, CSS, and JavaScript for web development.
| Column A (Word) | Column B (Meaning) |
|---|---|
| 1. Variable | A. A reusable block of steps |
| 2. Data type | B. A named box that stores information |
| 3. List | C. Information going into a program |
| 4. Function | D. A way to store many items |
| 5. Input | E. The kind of information stored |
Answers: 1-B, 2-E, 3-D, 4-A, 5-C
| Column A (Example) | Column B (Type) |
|---|---|
| 1. age = 13 | A. Text |
| 2. name = "Amina" | B. True/False |
| 3. isRaining = true | C. Number |
| 4. fruits = ["Mango", "Banana"] | D. List |
Answers: 1-C, 2-A, 3-B, 4-D
Matching helps you connect words to meanings quickly.
A game developer forgets to store the score in a variable. Every time the game restarts, the score is lost.
Questions:
An online shop stores each item in a separate variable. After 50 items, the developer gets confused.
Questions:
A developer writes the same 10 lines of code 20 times in a program. The program is very long and hard to fix.
Questions:
These scenarios help you apply what you have learned to real situations.
Group size: 3–5 students
Time: 40 minutes
Materials: Paper, pencil, ruler
Instructions:
Goal: To practise using variables, lists, and functions together.
Time: 20 minutes
Materials: Notebook, pencil
Instructions:
Goal: To connect variables, lists, and functions to your own life.
Time: 1–2 hours
Materials: Paper, pencil, ruler
Instructions:
Goal: To combine variables, lists, functions, decisions, and loops.
Time: 1 week
Materials: Notebook, pencil
Instructions:
Goal: To see how programs store and use information, just like real life.
You have completed the entire Programming Logic for Web Developers course. Well done! Here is what to do next.
YOUR COURSE JOURNEY
===================
[ Module 1: Thinking in Steps ]
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[ Module 2: Making Decisions and Repeating Tasks ]
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[ Module 3: Storing and Using Information ]
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[ You can now think like a programmer! ] 🎉
Next step: Learn HTML, CSS, and JavaScript.
Congratulations on completing the course. Keep thinking, keep practising, and one day you will build something amazing.