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Analysis of Improved Pedagogy Applied for Teaching courses related to Computer Programming for First Year Engineering Programs

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Conference

2015 ASEE International Forum

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 14, 2015

Conference Session

Concurrent Paper Tracks - Session I

Tagged Topic

International Forum

Page Count

5

Page Numbers

19.3.1 - 19.3.5

Permanent URL

https://peer.asee.org/17126

Download Count

92

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Paper Authors

biography

Manojkumar Vilasrao Deshpande SVKM's NMIMS, Shirpur, MS, India

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Dr.Manojkumar Deshpande started career as an entrepreneur and then as faculty in 1991.
He joined Mumbai University in 1999 and further designated as Head of Computer Engineering Department at SVKM's D.J.Sanghvi College of Engineering, Mumbai. After awarding Ph.D., In Oct 2011, he joined as Professor & Associate Dean at MPSTME, SVKM's NMIMS (deemed to be university) at Shirpur Campus. He is the Member of Board of Studies and contributes in curriculum development for engineering education programs.
He has developed the research interest in application of AI and Multimedia technologies in the field of Software Engineering, Big Data Analysis, Education Technologies, Watershed Development and Renewable Energy. He has excellent track record of publication and contributed effort in organizing conferences. He is Ph.D. supervisor and undertook various consultancy assignments to serve the society.

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Pradeep Kashinath Waychal Innovation Centre Orcid 16x16 orcid.org/0000-0001-8142-2464

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Prashant Pralhadrao Udawant P.E. SVKM's NMIMS, MPSTME Shirpur Campus

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Abstract

Analysis of Improved Pedagogy Applied for Teaching courses related to Computer Programming for First Year Engineering Programs AbstractBackground : Transformative change in higher education requires evolvement andexperimentations with pedagogy. We focused on improvement in performance of students inexamination after modifying pedagogy. The pedagogy emphasized on hands on practice incomputer laboratory tailored with 15 minutes short theory sessions. Such Three laboratorysessions in a week were conducted unlike two separate one hour theory sessions conduction inclassroom and two hours practical sessions in laboratory twice in a week.Design/Method : We have considered two batches in consecutive academic years and theirmarks scored in examination of respective trimesters for courses related to ComputerProgramming, which was offered during first year of their studies. During academic year 2013-14 proposed pedagogy was followed to teach these courses, where as in 2012-13, theconventional pedagogy was followed.Results : It has been observed that 27 out of 30, examination performances in academic year2013-14 were higher than performances in academic year 2012-13 i.e. 90% performances werehigher in 2013-14 when proposed pedagogy was followed. The average improvement inperformance was 14.24 which was ranging from -5.7 to 43.45.Conclusions : The proposed pedagogy followed in 2013-14 resulted in improvement in overallperformance. The analysis revealed that student understood the course content in better way byfollowing modified pedagogy as improvement in their performances in examination has beenobserved.

Deshpande, M. V., & Waychal, P. K., & Udawant, P. P. (2015, June), Analysis of Improved Pedagogy Applied for Teaching courses related to Computer Programming for First Year Engineering Programs Paper presented at 2015 ASEE International Forum, Seattle, Washington. https://peer.asee.org/17126

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