Abstract
Structured query language (SQL) is difficult to master because the execution process of SQL statements is invisible. When learning to construct an SQL query, learners must visualise the evolution process of the intermediate datasets of the SQL statement in working memory, which may burden learners' cognitive load and consequently jeopardise learning outcomes. This study describes the execution process of SQL statements by using concept maps to improve learners' understanding of SQL. An empirical experiment was conducted using two database courses, namely concept map-based and conventional instruction, to examine the relationship between concept maps and the understanding of SQL from a cognitive load theory perspective. The experimental results demonstrated the superiority of concept map-based instruction over conventional instruction because concept map-based instruction reduces extraneous load but increases germane load. Concept map construction facilitated learner engagement and promoted meaningful learning. Studying the instructors' concept maps helped learners follow the cognitive structures used by instructors to perform SQL queries, and enabled them to perceive the execution process of SQL queries relatively easily. These results potentially help educators understand the learning difficulties caused by the declarative nature of SQL and motivating researchers to resolve the inherent problem by considering learners' cognitive processes.
Highlights
Structured query language (SQL) is the standard for accessing relational databases
RESEARCH METHODOLOGY To examine the relationship between concept maps and understanding SQL, we evaluated the performance of two database courses, one with concept map–based instruction and the other with conventional instruction
The current data analysis results support the hypothesis that concept map–based instruction facilitates SQL understanding superior to that facilitated by conventional instruction
Summary
Structured query language (SQL) is the standard for accessing relational databases. An aim of database courses is to enable learners to express data retrieval requests in SQL statements. Research demonstrates that SQL is a complex language that is difficult to learn [1]–[4]. SQL is essentially a declarative language that allows users to specify what they want and not how to obtain it. The declarative nature of SQL is difficult for learners to grasp because the execution process of SQL statements is invisible to learners [5]–[7]. When learning to compose an SQL query, learners must visualise the initial datasets obtained from the ‘from’ clause and mentally evolve them into the intermediate datasets and into the resultant dataset. According to cognitive load theory, mentally visualising the query process may place a burden on learners’ cognitive load
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