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Redesign and validation of a computer programming course using Inductive Teaching Method.

ABSTRACT: Inductive Teaching Method (ITM) promotes effective learning in technological education (Felder & Silverman, 1988). Students prefer ITM more as it makes the subject easily understandable (Goltermann, 2011). The ITM motivates the students to actively participate in class activities and therefore could be considered a better approach to teach computer programming. There has been little research on implementing ITM in computer science courses despite its potential to improve effective learning. In this research, an existing computer programming lab course is taught using a traditional Deductive Teaching Method (DTM). The course is redesigned and taught by adopting the ITM instead. Furthermore, a comprehensive plan has been devised to deliver the course content in computer labs. The course was evaluated in an experiment consisting of 81 undergraduate students. The students in the Experimental Group (EG) (N = 45) were taught using the redesigned ITM course, whereas the students in the Control Group (CG) (N = 36) were taught using the DTM course. The performance of both groups was compared in terms of the marks obtained by them. A pre-test conducted to compare pre-course mathematical and analytical abilities showed that CG was better in analytical reasoning with no significant differences in mathematical abilities. Three post-tests were used to evaluate the groups theoretical and practical competence in programming and showed EG improved performance with large, medium, and small effect sizes as compared to CG. The results of this research could help computer programming educators to implement inductive strategies that could improve the learning of the computer programming.

SUBMITTER: Khan IA

PROVIDER: S-EPMC7272073 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Redesign and validation of a computer programming course using Inductive Teaching Method.

Khan Iftikhar Ahmed IA Iftikhar Mehreen M Hussain Syed Sajid SS Rehman Attiqa A Gul Nosheen N Jadoon Waqas W Nazir Babar B

PloS one 20200604 6

Inductive Teaching Method (ITM) promotes effective learning in technological education (Felder & Silverman, 1988). Students prefer ITM more as it makes the subject easily understandable (Goltermann, 2011). The ITM motivates the students to actively participate in class activities and therefore could be considered a better approach to teach computer programming. There has been little research on implementing ITM in computer science courses despite its potential to improve effective learning. In t ...[more]

PMID: 32497099

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Project description:The purpose of this study is to investigate the efficiency of the production-oriented approach research (POA-R) teaching approach on academic English courses. The six-week study involved thirty-nine postgraduate students from Guilin Medical University studying medical technology. These students were randomly divided into POA-R (19 participants) and non-POA-R (20 participants) groups. The process of study in the POA-R group was divided into three stages, motivating, enabling, and assisting. The instructor gave the class a task at the motivational stage that involved taking the academic IELTS exam, writing a review article and giving an oral presentation about their research topic. At this stage, students are challenged to find relevant information searching PubMed and other literature databases. The teacher served as a facilitator of learning and would not offer information related to the tasks. During the enabling phase, students were encouraged to ask their supervisor for help and guidance. Students ask questions in class, and the instructor discusses the questions with the students and guides them to solve the questions independently. During the assessment stage, students take the academic IELTS exam, finish the review article, given an oral presentation related their research project, and complete an instructional questionnaire. The non-POA-R group was instructed by the teacher lecture method, comprising six lectures and an oral presentation in addition to the completion of a review article. The final grades of course include a review article, an oral presentation, and an academic IELTS test. The results revealed that the students in the POA-R group outperformed the non-POA-R group in terms of mean scores on the IELTS exam, oral presentation, and review article. To further support and demonstrate the advantages of the POA-R teaching approach, an instructional questionnaire using Likert scales and the attitudes of their supervisors was employed. In conclusion, the POA-R teaching approach is a highly successful strategy for enhancing postgraduate students' academic English proficiency. It greatly enhanced the participants' academic knowledge, learning interest, and active learning.

Dataset Information

Redesign and validation of a computer programming course using Inductive Teaching Method.

Publications

Redesign and validation of a computer programming course using Inductive Teaching Method.

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