Exploring suggestions for improving a computing course

Abstract

The purpose of this study was to understand teachers' perceptions about possible course improvements based on students' suggestions. The course involves a software development project of median complexity. In this study the Q-methodology was used as the research methodology. Suggestions of possible improvements were collected from the students of the course and used as a concourse. A sample of the concourse was presented to the teachers, who rank-ordered them according a predefined scale and, next, data was analyzed. The analysis produced two distinct factors relative to teachers' opinions about possible course improvements. The resulting factors were then described and interpreted. This study shows and confirms the adequacy of Q for course improvement studies.

The Case for Q-Methodology in Computing Education Research

“…However, where Q-Methodology has been used in computing education research, it has been shown to provide detailed and useful insights into improving computing education and educational practice. For instance, see [1][2][3][4][5]. This poster will therefore explore the use of Q-Methodology within computing education research and identify how it can be used to aid researchers in future work.…”

“…students, teachers, course leaders) could be grouped together within Q-Methodology. This could prove valuable when conducting computing education research, as due to the pace of change, initiatives to improve computing courses should involve teacher and student views [4]. Q-Methodology involves:…”