Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Marsha Burmeister
Committee Member
Soledad Arguelles
Committee Member
Maryellen Maher
Keywords
academic achievement, academic performance, active learning, assessment instruments, attendance, brainstorming, class attendance, cognitive strategies, collaborative activities, computer programming, comprehension, critical inquiry, critical thinking, curriculum development, deep cognitive strategies, dissertation, experiential learning, expert opinion, first programming courses, independent activities, inquiry, instructors, knowledge elaboration, learning strategies, lecture-based format, problem-based curriculum, problem-based format, problem solving, problem-solving skills, Programming Logic, programming logic course, reasoning, real world problems, scrutiny, student achievement, student performance, students, subject knowledge, undergraduate computer-programming program, understanding
Abstract
This applied dissertation was designed to demonstrate that a problem-based curriculum would be more effective in the development of problem-solving skills in students who were enrolled in the undergraduate computer-programming program. Analysis of the performances of students who had completed both their programming logic and their first programming courses concluded that there was a substantial and direct correlation between academic achievement in the 2 courses; therefore, improved performance of students in the Programming Logic course, should translate to improved performances in programming.
The writer modified the curriculum of the Programming Logic course to include activities promoting thinking, reasoning, elaboration of knowledge, and the development and application of deep cognitive strategies. Students were involved in independent and collaborative activities that required the application of subject knowledge in solving real world problems and guided in an approach or process involving critical inquiry and reasoning. The curriculum was employed in 2 small classes of 5 and 7 students respectively.
An analysis of the data revealed that there were no significant differences in the academic performance between students on the lecture-based format and those on the problem-based format as measured by similar constructed assessment instruments. However, the expert opinion of instructors involved in the study concluded that students who were exposed to the problem-based curriculum exhibited a high level of scrutiny and inquiry for greater comprehension and understanding of the problem, sharing ideas and brainstorming, greater involvement in the lesson and improved class attendance.