Theoretical Computer Science Course Research Articles

Software Engineering Process Models Strengths and Limitations with SimSE

Background/Objectives: This work mainly focuses on how game-based learning approch can improve the understanding of the software engineering courses content. Methods/Statistical Analysis: This study introduced SimSE in our software engineering course. We used it for explaining three different process models to students and we also compare these models and tried to explain the come up with a point that which model is better in a specific situation. Findings: Our results found a significant variance in the selection of the three different process model (F=6.1, 0.05), whereas, the Agile model was found to be more efficient as compare to the rest of two. Application/Improvements: A modern learning approach such as game-based learning can make more interest of students in the theoretical conceptual computer science courses such as software engineering. Keywords: Game-based Learning, Process Model, SimSE, Software Engineering

Impact of Mathematics on the Theoretical Computer Science Course Units in the General Degree Program in Computer Science at Sri Lankan State Universities

Aim/Purpose: The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units. Background: In Sri Lankan state universities, students have been enrolled only from the Physical Science stream to do a degree program in Computer Science. In addition to that, universities have been offering some course units in Mathematics to provide the required mathematical maturity to Computer Science undergraduates. Despite of this it is observed that the failure rates in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. Methodology : Academic records comprised of all 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university were considered for this study. Contribution: This study helps academics in identifying suitable curricula for Mathematics course units to improve students’ performance in theoretical Computer Science courses. Findings: Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impacted on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units. Future Research: Identifying other critical success factors contributing to the students’ academic performance of the theoretical Computer Science through empirical studies

Students teach students: Alternative teaching in Greek secondary education

The students of a Greek junior high school collaborated to prepare the teaching material of a theoretical Computer Science (CS) course and then shared their understanding with other students. This study investigates two alternative teaching methods (collaborative learning and peer tutoring) and compares the learning results to the traditional learning context. A test was used to measure all participating students' learning results and a questionnaire was distributed to record participant student attitudes towards the alternative teaching conditions. The questionnaire was designed to evaluate each aspect in terms of perceived knowledge, experience, satisfaction, diversity, oddness and interest. The analysis explores potential differences of students' learning results between alternative and traditional teaching and also differences in the two aspects in relation to students' preferences. Results provide evidence that active-learning methods can promote positive attitudinal shifts and improve skills in creativity, teamwork, collaboration and communication. Students perceived higher levels of learning than with traditional teaching. Finally in terms of students' preferences, the majority wanted to have more courses taught with active-learning methods.