Journal of Engineering Education Transformations

Amit Lathigara ¹, Paresh Tanna ¹, Nirav Bhatt ¹

Affiliations
1 School of Engineering, RK University, Gujarat, IN

Abstract

Computer programming is the essential skill in today’s era and students are learning computer programming from their school education and also for students who have been enrolled in engineering program branches like Computer Engineering and Information Technology, computer programming is the foundation for them. Students following traditional paper-pen based approach for the examinations are having remembering skills and generally these skills become the base for them to clear any examinations. In this study, a series of unique activities are performed in regular sessions and learning outcomes are measured and compared with traditional sessions. Computer programming has been taught by various instructors since many years and as an outcome unique instructional pedagogy evolved from time to time with the help of regular feedback from all the stockholders. Computer programming is interesting and easy to understand if sessions are executed in a unique way through active learning skills. Active learning is also playing a crucial role in this, and hands on sessions helped a lot to achieve course outcomes. Here, to analyse the effect of activity-based programming learning approach for the specified subject, the result of B.Tech. (CE and IT branches) second semester students (A.Y. 2018-19 and 2019-20) are considered with different familiar parameters. Students' feedback is taken at the end of course study. Find the word, crossword, code magnet, half cooking code, long exercise, pool puzzle, troubleshooting, predict the output, match two sides, program analysis are a set of activities tried throughout the course during every session. Assessment pattern is also changed effectively and instead of a traditional style pen-paper based sheet is converted into an activity sheet. Continuous assessment is practiced covering all components of the exam including end semester examination. Results found with traditional method-based examination are compared with results found with activitybased programming learning methodology and found that a greater number of students had secured more than over average score with the proposed method. This comparison shows that students are more distinguishable and curious about solving activity-based problems instead of robbing up theory concepts and writing the answers with traditional pen paper strategy. Also, student feedback is found quite satisfactory. It has been observed that through activity-based learning, student retention level is quite high and their learning skills and understanding level improved significantly. Active learning techniques perform an essential role for accomplishing the student’s participation and contribution towards learning. Logical and technical skills for engineering students can be developed easily with active participation i.e. through active learning.

Keywords

Activity Based Learning, Continuous Assessment, Programming Tasks, Find The Word, Crossword, Code Magnet, Half Cooking Code, Long Exercise, Pool Puzzle, Troubleshooting, Predict The Output, Match Two Sides, Program Analysis.

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Amit Lathigara ¹, Lipika Gupta ², Binu K. G. ³, Veena Kumar ⁴

Affiliations
1 School of Engineering, RK University, Gujarat, IN
2 Chitkara University Institute of Engineering and Technology, Chitkara University, Himachal Pradesh, IN
3 St Joseph Engineering College, Mangalore, IN
4 University of Maryland Global Campus, US

Abstract

In India, nearly 1.5 million students enrol in engineering programs in around 4000 colleges. These students come from very diverse demographic, sociocultural and economic backgrounds. Many of them are unable to successfully transition from school to the very demanding environment of engineering education because of poor levels of academic and emotional preparedness. They become demotivated and disengaged which in turn, negatively impacts their academic performance. The objective of this study is to investigate the reasons for demotivation and recommend possible solutions. The study was conducted in three phases using multiple specially designed instruments. In the first phase, Instrument 1 was administered to 349 students to establish the diversity in engineering student population. Then, 79 students with low motivation and academic performance were identified using Instrument II. Personal interviews were conducted using Instrument III with the identified low-performing subjects to get an insight into their learning and emotional needs. Over an entire semester, well-planned interventions were provided to address the identified learning and emotional needs. At the end of the semester, academic performance of the 79 subjects was re-recorded. Due to sudden lockdown and transition to online instruction in the middle of the semester (because of COVID-19), separate data were collected for pre and post lock down periods. Results obtained showed remarkable progress in both pre and post lockdown periods. The paper concludes with a set of concrete recommendations for engineering institutions and faculty for effectively managing student motivation, building confidence and getting them ready for the highly competitive job market.

Keywords

Academic Preparedness, Affective Needs, Socioeconomic Differences, Low Academic Performance.

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