Challenge-based programming learning design

Research output: Contribution to journalArticle

Abstract

Computer Science students are expected to acquire good programming skills. Both students and instructors accept that learning programming for first-year college students is fairly difficult. To assist students to achieve this goal, instructors will have to adopt a suitable design for programming courses. This paper reports on the design of a Computer Programming course based on the integrated course design approach, which was conducted by a research group at Universiti Kebangsaan Malaysia from the Faculty of Information Science and Technology. The course is designed to provide relevant teaching and learning activities, feedback, and assessment that will ultimately support the learning goals of students. The design will provide opportunities for preparation time, meaningful feedback, and a competitive feel to the course. The effectiveness of this approach is then evaluated via an online survey that was administered to first-year undergraduate students. The results obtained from 162 first-year students showed that the students were able to improve the results of their the first-year program with the utilization of PC2, as it allowed them to obtain prompt feedback. The use of PC2 also gives them a competitive atmosphere, which motivates them to perform better. The survey results also indicate that the students used their time to prepare for lab sessions via tutorials and self-learning.

Original languageEnglish
Pages (from-to)1912-1918
Number of pages7
JournalInternational Journal on Advanced Science, Engineering and Information Technology
Volume8
Issue number5
DOIs
Publication statusPublished - 1 Jan 2018

Fingerprint

Computer programming
students
learning
Learning
Students
college students
teachers
Feedback
information science
computer science
information technology
Information Science
Malaysia
Information science
Atmosphere
Computer science
Information technology
Teaching
Technology
Research

Keywords

  • Automated feedback
  • Integrated course design
  • Programming assessment
  • Programming exercise
  • Three-tier course structure

ASJC Scopus subject areas

  • Computer Science(all)
  • Agricultural and Biological Sciences(all)
  • Engineering(all)

Cite this

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title = "Challenge-based programming learning design",
abstract = "Computer Science students are expected to acquire good programming skills. Both students and instructors accept that learning programming for first-year college students is fairly difficult. To assist students to achieve this goal, instructors will have to adopt a suitable design for programming courses. This paper reports on the design of a Computer Programming course based on the integrated course design approach, which was conducted by a research group at Universiti Kebangsaan Malaysia from the Faculty of Information Science and Technology. The course is designed to provide relevant teaching and learning activities, feedback, and assessment that will ultimately support the learning goals of students. The design will provide opportunities for preparation time, meaningful feedback, and a competitive feel to the course. The effectiveness of this approach is then evaluated via an online survey that was administered to first-year undergraduate students. The results obtained from 162 first-year students showed that the students were able to improve the results of their the first-year program with the utilization of PC2, as it allowed them to obtain prompt feedback. The use of PC2 also gives them a competitive atmosphere, which motivates them to perform better. The survey results also indicate that the students used their time to prepare for lab sessions via tutorials and self-learning.",
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author = "Rodziah Latih and {Abu Bakar}, Marini and Norleyza Jailani and {Mohd Ali}, Noorazean and {Mohd Salleh}, Syahanim and {Mohd. Zin}, Abdullah",
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