Integrated teaching of programming foundations and software testing

Barbosa, Ellen F.; Silva, M.A.G.; Corte, Camila Kozlowski Della; Maldonado, José Carlos

doi:10.1109/fie.2008.4720597

Cited by 26 publications

(20 citation statements)

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“…The idea is to promote the introduction of testing practices together with programming foundations. For instance, PROGTEST [43,44] assesses students' assignments by: (i) checking the correctness of the student's program, comparing its output with the output of a model program; (ii) executing the student's test suite against his/her program to assess how well he/she tested his/her program; and (iii) executing the student's test suite against the model program to identify problems in the test cases designed by the student. As discussed before, many tools have specialties that aim to support specific goals such as the handling of programming exams and the introduction of testing activities in programming courses.…”

Section: Legendmentioning

confidence: 99%

A Systematic Literature Review of Assessment Tools for Programming Assignments

Souza

Felizardo

Barbosa

2016

2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET)

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The benefits of using assessment tools for programming assignments have been widely discussed in computing education. However, as both researchers and instructors are unaware of the characteristics of existing tools, they are either not used or are reimplemented. This paper presents the results of a study conducted to collect and evaluate evidence about tools that assist in the assessment of programming assignments. To achieve our goal, we performed a systematic literature review since it provides an objective procedure for identifying the quantity of existing research related to a research question. The results identified subjects in the development of new assessment tools that researchers could better investigate and characteristics of assessment tools that could help instructors make selections for their programming courses.

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Section: Legendmentioning

confidence: 99%

A Systematic Literature Review of Assessment Tools for Programming Assignments

Souza

Felizardo

Barbosa

2016

2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET)

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“…This is done with the perspective of how well the courses support the progressive development of both students' knowledge of software testing and their ability to test software systems. Barbosa et al (2008) suggested that teaching of software testing should begin as early as possible so that an adequate culture of testing can be created. They proposed PROTEST -a Web-based environment for the submission and automatic evaluation of practical programming assignments based on testing activities.…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring and expanding students’ success in software testing

Mishra

Ostrovska

Hacaloğlu

2017

ITP

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Purpose: Testing is one of the indispensable activities in software development and is being adopted as an independent course by software engineering departments at universities worldwide. In this paper, an investigation of the performance of learners about testing is carried out, given the tendencies in the industry and motivation caused by the unavailability of similar studies in software testing field. Design/methodology/approach: This study is based on the data collected over three years (between 2012 and 2014) from students taking the Software Testing course. The course is included in the second year of undergraduate curriculum for the Bachelor of Engineering (Software Engineering). Findings: It has been observed that, from the performance perspective, automated testing outperforms structural and functional testing techniques, and that a strong correlation exists among these three approaches. Moreover, a strong programming background does help towards further success in structural and automated testing, but has no effect on functional testing. The results of different teaching styles within the course are also presented together with an analysis exploring the relationship between students' gender and success in the software testing course, revealing that there is no difference in terms of performance between male and female students in the course. Moreover, it is advisable to introduce teaching concepts one at a time because students find it difficult to grasp the ideas otherwise. Research Limitations: These findings are based on the analysis conducted using three years of data collected while teaching a course in testing. Obviously, there are some limitations to this study. For example, student's strength in programming is calculated using the score of C programming courses taken in previous year/semester. Such scores may not reflect their current level of programming knowledge. Furthermore, attempt was made to ensure that the exercises given for different testing techniques have similar difficulty level to guarantee that the difference in success between these testing techniques is due to the inherent complexity of the technique itself and not because of different exercises. Still, there is small probability that a certain degree of change in success may be due to the difference in the difficulty levels of the exercises. As such, it is obviously premature to consider the present results as final since there is a lack of similar type of studies, with which the authors can compare their results. Therefore, more work needs to be done in different settings to draw sound conclusions in this respect. Orginality/value: Although there are few studies (see, for example, Chan et al., 2005;Garousi and Zhi, 2013;Ng et al., 2004) exploring the preference of testers over distinct software testing techniques in the industry, there appears to be no paper comparing the preferences and performances of learners in terms of different testing techniques.

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“…In higher education learning, students in computer programming courses usually find the subject as difficult and complex [1], [2]. Among the main problems in programming learning involve difficulty to understand variety of technical topics such as variables and functions and further to apply the concepts to execute computer program [3], [4]. The problems usually create other issues related to lack of motivation and engagement in class [5], [6].…”

Section: Introductionmentioning

confidence: 99%

Technology Integration to Promote Desire to Learn Programming in Higher Education

Husin

Judi

Hanawi

et al. 2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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The use of technology integration is the way of innovation in today's world-class learning. Technology integration is a combination of technologies such as computers, mobile devices like smartphones and tablets, digital cameras, the internet, and more in the practice of daily lecture sessions. Technology integration could help the process of learning especially for courses that considered as tough by the students. Therefore, educators need to be aware of the choice of methods or approaches so that teaching and learning are conducted in meaningful ways. Programming courses are compulsory for students in Faculty of Information Sciences and Technology, National University of Malaysia. However, some students find it difficult to excel in programming courses. In this study, technology integration in learning programming courses challenges the limitations of student opportunities in solving real problems lead to inconsistently use of the expertise and skills. In addition, the challenge of learning programming leads students to generate rote learning. Hence, technology integration in learning programming should be appropriate with the application of technology and applying meaningful learning so that the technology integration will be effective and meaningful. This study is conducted to propose and verify a technology integration framework for learning programming courses. Stratified Random Sampling through quantitative study method is used which involving 109 respondents. Quantitative data are analyzed using multiple linear regression method. Based on previous studies, five factors have been identified namely learning technology, learning competence, technology implementation, meaningful learning and contextual learning that would affect students' desire to learn programming courses. The results discover that all the factors have significant relationships in influencing the desire to learn programming courses among undergraduate students for the faculty. This study is expected to assist educators and administrators to apply and improve the use of technology integration in meaningful learning for programming courses.

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Integrated teaching of programming foundations and software testing

Cited by 26 publications

References 20 publications

A Systematic Literature Review of Assessment Tools for Programming Assignments

A Systematic Literature Review of Assessment Tools for Programming Assignments

Exploring and expanding students’ success in software testing

Technology Integration to Promote Desire to Learn Programming in Higher Education

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