Redesign and validation of a computer programming course using Inductive Teaching Method
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 c...
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| Vydáno v: | PloS one Ročník 15; číslo 6; s. e0233716 |
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| Médium: | Journal Article |
| Jazyk: | angličtina |
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04.06.2020
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| ISSN: | 1932-6203, 1932-6203 |
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| 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. |
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| AbstractList | 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. 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.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. |
| Audience | Academic |
| Author | Gul, Nosheen Rehman, Attiqa Hussain, Syed Sajid Iftikhar, Mehreen Jadoon, Waqas Nazir, Babar Khan, Iftikhar Ahmed |
| AuthorAffiliation | Department of Computer Science, COMSATS University Islamabad, Abbottabad, Pakistan Universidad de Chile, CHILE |
| AuthorAffiliation_xml | – name: Universidad de Chile, CHILE – name: Department of Computer Science, COMSATS University Islamabad, Abbottabad, Pakistan |
| Author_xml | – sequence: 1 givenname: Iftikhar Ahmed surname: Khan fullname: Khan, Iftikhar Ahmed – sequence: 2 givenname: Mehreen surname: Iftikhar fullname: Iftikhar, Mehreen – sequence: 3 givenname: Syed Sajid orcidid: 0000-0002-4212-8817 surname: Hussain fullname: Hussain, Syed Sajid – sequence: 4 givenname: Attiqa surname: Rehman fullname: Rehman, Attiqa – sequence: 5 givenname: Nosheen surname: Gul fullname: Gul, Nosheen – sequence: 6 givenname: Waqas surname: Jadoon fullname: Jadoon, Waqas – sequence: 7 givenname: Babar surname: Nazir fullname: Nazir, Babar |
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| CitedBy_id | crossref_primary_10_1177_07356331231170382 crossref_primary_10_1088_1757_899X_1073_1_012060 |
| Cites_doi | 10.1109/TE.2017.2729498 10.1023/A:1015362608943 10.3389/fpubh.2016.00221 10.1093/pan/mpi014 10.1076/csed.13.2.137.14200 10.1080/03043797.2012.714357 10.1023/A:1006689708296 10.1002/j.2168-9830.2006.tb00884.x 10.1109/EDUCON.2019.8725029 10.14434/josotl.v16i2.19216 10.1007/s10763-009-9191-x 10.1007/s10956-016-9604-x 10.2139/ssrn.2559026 10.1177/1080569912459752 10.1007/s10956-005-4425-3 |
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| Copyright | COPYRIGHT 2020 Public Library of Science 2020 Khan et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. 2020 Khan et al 2020 Khan et al |
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| DOI | 10.1371/journal.pone.0233716 |
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| SubjectTerms | Biology and Life Sciences Computer and Information Sciences Computer education Computer programming Computer science Constructivism Core curriculum Curricula Education Engineering Engineering and Technology Evaluation Induction (Logic) Knowledge Learning Mathematical analysis People and Places Reasoning Redesign Research and Analysis Methods Social Sciences Students Study and teaching Teachers Teaching Teaching methods |
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| Title | Redesign and validation of a computer programming course using Inductive Teaching Method |
| URI | https://www.proquest.com/docview/2409620016 https://www.proquest.com/docview/2410348034 https://pubmed.ncbi.nlm.nih.gov/PMC7272073 https://doaj.org/article/a1565d8aafb54a438607225f6fe42bd5 http://dx.doi.org/10.1371/journal.pone.0233716 |
| Volume | 15 |
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