COMPARISON OF TRADITIONAL AND ADRI BASED TEACHING APPROACHES IN AN INTRODUCTORY PROGRAMMING COURSE.
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| Title: | COMPARISON OF TRADITIONAL AND ADRI BASED TEACHING APPROACHES IN AN INTRODUCTORY PROGRAMMING COURSE. |
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| Authors: | Malik, Sohail Iqbal1 (AUTHOR), Coldwell-Neilson, Jo2 (AUTHOR) |
| Source: | Journal of Information Technology Education: Research. 2017, Vol. 16 Issue 1, p267-283. 17p. |
| Abstract: | Aim/Purpose This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the course. Background Learning to program is considered a difficult and challenging task for a considerable number of novice programmers. As a result, high failure and dropout rates are often reported in IP courses. Different studies have been conducted to investigate the issue. One of the reasons for this challenge is the multiple skills that students have to master in order to be able to build programs. These skills include programming knowledge and problem-solving strategies and being able to pay equal attention to these required skills in the IP course. Methodology A focus group was conducted to obtain feedback from the IP instructors about the ADRI approach. The performance of the students who had completed the IP course before ADRI was compared with those who used the ADRI approach by undertaking a comparative analysis of their final exam grades. Contribution The study demonstrates that the new teaching and learning approach based on the ADRI model encourages students to pay equal attention to programming knowledge and problem-solving strategies, discouraging programming shortcuts and reducing high attrition rates (failure and dropout) in the IP course. Findings The results of the focus group show that the instructors preferred the ADRI approach compared to the traditional approach. The final exam grades show that the students performed better in semesters which offered the ADRI approach as compared to those semesters without this approach. Future Research Future research will explore the ADRI approach in other fields of computer science studies, such as database and data structure, to determine if its impact has a wider application than just teaching introductory programming. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Information Technology Education: Research is the property of Informing Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 161543812 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: COMPARISON OF TRADITIONAL AND ADRI BASED TEACHING APPROACHES IN AN INTRODUCTORY PROGRAMMING COURSE. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Malik%2C+Sohail+Iqbal%22">Malik, Sohail Iqbal</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Coldwell-Neilson%2C+Jo%22">Coldwell-Neilson, Jo</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Information+Technology+Education%3A+Research%22">Journal of Information Technology Education: Research</searchLink>. 2017, Vol. 16 Issue 1, p267-283. 17p. – Name: Abstract Label: Abstract Group: Ab Data: Aim/Purpose This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory programming (IP) course. The effectiveness of the new teaching and learning process was determined by collecting feedback from the IP instructors and by analyzing the final exam grades of the course. Background Learning to program is considered a difficult and challenging task for a considerable number of novice programmers. As a result, high failure and dropout rates are often reported in IP courses. Different studies have been conducted to investigate the issue. One of the reasons for this challenge is the multiple skills that students have to master in order to be able to build programs. These skills include programming knowledge and problem-solving strategies and being able to pay equal attention to these required skills in the IP course. Methodology A focus group was conducted to obtain feedback from the IP instructors about the ADRI approach. The performance of the students who had completed the IP course before ADRI was compared with those who used the ADRI approach by undertaking a comparative analysis of their final exam grades. Contribution The study demonstrates that the new teaching and learning approach based on the ADRI model encourages students to pay equal attention to programming knowledge and problem-solving strategies, discouraging programming shortcuts and reducing high attrition rates (failure and dropout) in the IP course. Findings The results of the focus group show that the instructors preferred the ADRI approach compared to the traditional approach. The final exam grades show that the students performed better in semesters which offered the ADRI approach as compared to those semesters without this approach. Future Research Future research will explore the ADRI approach in other fields of computer science studies, such as database and data structure, to determine if its impact has a wider application than just teaching introductory programming. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Information Technology Education: Research is the property of Informing Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.28945/3793 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 267 Titles: – TitleFull: COMPARISON OF TRADITIONAL AND ADRI BASED TEACHING APPROACHES IN AN INTRODUCTORY PROGRAMMING COURSE. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Malik, Sohail Iqbal – PersonEntity: Name: NameFull: Coldwell-Neilson, Jo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 15479714 Numbering: – Type: volume Value: 16 – Type: issue Value: 1 Titles: – TitleFull: Journal of Information Technology Education: Research Type: main |
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