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Treffer: An Empirical Study on the Use of Student-Focused Approaches in the Software Engineering Teaching

Title:
An Empirical Study on the Use of Student-Focused Approaches in the Software Engineering Teaching
Language:
English
Authors:
Portela, Carlos dos Santos, Vasconcelos, Alexandre Marcos Lins de, Oliveira, Sandro Ronaldo Bezerra, Souza, Mauricio Ronny de Almeida
Source:
Informatics in Education. 2021 20(2):277-296.
Availability:
Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Peer Reviewed:
Y
Page Count:
20
Publication Date:
2021
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research
Education Level:
Higher Education
Postsecondary Education
Descriptors:
Teaching Methods, Computer Science Education, Computer Software, Engineering Education, Student Attitudes, Comparative Analysis, Student Motivation, College Faculty, Undergraduate Students, Student Centered Learning, Specialists, Foreign Countries
Geographic Terms:
Brazil
ISSN:
1648-5831
Entry Date:
2021
Accession Number:
EJ1301304
Database:
ERIC

Weitere Informationen

The software industry is not satisfied with the preparation level of newly graduated professionals in Computing undergraduate courses. There is a predominance of traditional approaches to the Software Engineering (SE) teaching which proved to be inefficient, because they focus on the content from the professor's viewpoint. This research aims to investigate if the use of student-focused approaches in the SE teaching can develop more technical competencies to apply in industry than when traditional approaches are applied. For this, an iterative model has been defined to integrate the main student-focused approaches and a controlled experiment was carried out in four undergraduate courses. The data were collected from structured interviews with students and analyzed using ANOVA. The results showed no significant statistical difference between student-focused and traditional teaching approaches in the development of SE competencies. However, these results were impacted by the motivation and commitment of the experiment students.

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