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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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Autores principales: Khan, Iftikhar Ahmed, Iftikhar, Mehreen, Hussain, Syed Sajid, Rehman, Attiqa, Gul, Nosheen, Jadoon, Waqas, Nazir, Babar
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7272073/
https://www.ncbi.nlm.nih.gov/pubmed/32497099
http://dx.doi.org/10.1371/journal.pone.0233716
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author Khan, Iftikhar Ahmed
Iftikhar, Mehreen
Hussain, Syed Sajid
Rehman, Attiqa
Gul, Nosheen
Jadoon, Waqas
Nazir, Babar
author_facet Khan, Iftikhar Ahmed
Iftikhar, Mehreen
Hussain, Syed Sajid
Rehman, Attiqa
Gul, Nosheen
Jadoon, Waqas
Nazir, Babar
author_sort Khan, Iftikhar Ahmed
collection PubMed
description 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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spelling pubmed-72720732020-06-09 Redesign and validation of a computer programming course using Inductive Teaching Method Khan, Iftikhar Ahmed Iftikhar, Mehreen Hussain, Syed Sajid Rehman, Attiqa Gul, Nosheen Jadoon, Waqas Nazir, Babar PLoS One Research Article 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. Public Library of Science 2020-06-04 /pmc/articles/PMC7272073/ /pubmed/32497099 http://dx.doi.org/10.1371/journal.pone.0233716 Text en © 2020 Khan et al http://creativecommons.org/licenses/by/4.0/ This is an open access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Khan, Iftikhar Ahmed
Iftikhar, Mehreen
Hussain, Syed Sajid
Rehman, Attiqa
Gul, Nosheen
Jadoon, Waqas
Nazir, Babar
Redesign and validation of a computer programming course using Inductive Teaching Method
title Redesign and validation of a computer programming course using Inductive Teaching Method
title_full Redesign and validation of a computer programming course using Inductive Teaching Method
title_fullStr Redesign and validation of a computer programming course using Inductive Teaching Method
title_full_unstemmed Redesign and validation of a computer programming course using Inductive Teaching Method
title_short Redesign and validation of a computer programming course using Inductive Teaching Method
title_sort redesign and validation of a computer programming course using inductive teaching method
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7272073/
https://www.ncbi.nlm.nih.gov/pubmed/32497099
http://dx.doi.org/10.1371/journal.pone.0233716
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