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

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 th...

Full description

Saved in:
Bibliographic Details
Published in:Informatics in education 2021, Vol.20 (2), p.277-296
Main Authors: Portela, Carlos dos Santos, Vasconcelos, Alexandre Marcos Lins de, Oliveira, Sandro Ronaldo Bezerra, Souza, Mauricio Ronny de Almeida
Format: Article
Language:English
Subjects:
College Faculty
Comparative Analysis
competencies development
Computer science
Computer Science Education
Computer Software
Core curriculum
Education
Engineering Education
Experiments
Foreign Countries
ICT Information and Communications Technologies
Information systems
Learning
Professionals
Research methodology
Software engineering
software engineering teaching
Software industry
Specialists
Student Attitudes
Student Centered Learning
Student Motivation
student-focused approaches
Students
Teaching
Teaching Methods
Undergraduate Students
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary: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.
ISSN:1648-5831
2335-8971
DOI:10.15388/infedu.2021.13