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Comparison of tradition and ADRI based teaching approaches in an introductory programming course

Malik, Sohail Iqbal and Coldwell-Neilson, Jo 2017, Comparison of tradition and ADRI based teaching approaches in an introductory programming course, Journal of information technology education: research, vol. 16, pp. 267-283.

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Title Comparison of tradition and ADRI based teaching approaches in an introductory programming course
Author(s) Malik, Sohail Iqbal
Coldwell-Neilson, JoORCID iD for Coldwell-Neilson, Jo orcid.org/0000-0002-3602-8334
Journal name Journal of information technology education: research
Volume number 16
Start page 267
End page 283
Total pages 17
Publisher Informing Science Institute
Place of publication Santa Rosa, Calif.
Publication date 2017-08-07
ISSN 1539-3585
Keyword(s) Introductory programming course
ADRI approach
teaching approach
student learning outcomes
failure and dropout rates
Summary Aim/Purpose: This study introduced a new teaching and learning approach based on an ADRI (Approach, Deployment, Result, Improvement) model in an introductory pro-gramming (IP) course. The effectiveness of the new teaching and learning pro-cess 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 consid-erable 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 ap-proach 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 ap-proach 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.
Language eng
Field of Research 0899 Other Information And Computing Sciences
1302 Curriculum And Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, The Authors
Free to Read? Yes
Use Rights Creative Commons Attribution non-commercial licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30102118

Document type: Journal Article
Collections: School of Information Technology
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.