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The Effectiveness of Project-Based Learning in Development of C# Programming Language Skills among Education Technology Students

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: The Effectiveness of Project-Based Learning in Development of C# Programming Language Skills among Education Technology Students
Γλώσσα: English
Συγγραφείς: Arwa Ahmed Qasem
Πηγή: Discover Education. 2025 4.
Διαθεσιμότητα: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 16
Ημερομηνία έκδοσης: 2025
Τύπος εγγράφου: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Active Learning, Student Projects, Program Effectiveness, Programming Languages, Skill Development, Technology Education, Computer Science Education, Student Centered Learning, Educational Technology, College Students, Foreign Countries, Achievement Tests, Scores, Self Efficacy, Cooperative Learning
Γεωγραφικοί όροι: Yemen
DOI: 10.1007/s44217-025-00633-0
ISSN: 2731-5525
Περίληψη: Contemporary education calls for innovative strategies to move away from traditional teacher-centered methods to methods that engage students and enhance learning outcomes. This shift toward student-centered learning is crucial for achieving educational goals and making the next generation more adaptable to the modern era. This paper examines the project-based learning approach to developing C sharp (C#) programming language skills as a course given in the educational technology department. This study aims to analyze how this approach influences students' performance. The research employed a quasi-experimental design with pretest/post-test assessments. The study was conducted on 60 educational technology students at Ibb University, Yemen. An achievement test and a self-efficacy scale were used to know the students' skills in the C# programming language. The t-test statistical techniques were used to compare the two research group means. The findings indicated a statistically significant difference was found at the 0.05 level between the experimental and control groups in the post-test scores of the achievement test and the self-efficacy scale, with the experimental group outperforming the control group in enhancing their C# programming language skills. The study offered several recommendations to encourage the adoption of pedagogical strategies where the student is at the center of the educational process and to help the student learn how they interact with content and collaborate with others. And further research involves more personalized, immersive, and technology-driven experiences, exploring how different learning styles, environments, and interactions impact their educational experiences.
Abstractor: As Provided
Entry Date: 2025
Αριθμός Καταχώρησης: EJ1476091
Βάση Δεδομένων: ERIC
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  – Url: https://dx.doi.org/doi:10.1007/s44217-025-00633-0
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  Data: Contemporary education calls for innovative strategies to move away from traditional teacher-centered methods to methods that engage students and enhance learning outcomes. This shift toward student-centered learning is crucial for achieving educational goals and making the next generation more adaptable to the modern era. This paper examines the project-based learning approach to developing C sharp (C#) programming language skills as a course given in the educational technology department. This study aims to analyze how this approach influences students' performance. The research employed a quasi-experimental design with pretest/post-test assessments. The study was conducted on 60 educational technology students at Ibb University, Yemen. An achievement test and a self-efficacy scale were used to know the students' skills in the C# programming language. The t-test statistical techniques were used to compare the two research group means. The findings indicated a statistically significant difference was found at the 0.05 level between the experimental and control groups in the post-test scores of the achievement test and the self-efficacy scale, with the experimental group outperforming the control group in enhancing their C# programming language skills. The study offered several recommendations to encourage the adoption of pedagogical strategies where the student is at the center of the educational process and to help the student learn how they interact with content and collaborate with others. And further research involves more personalized, immersive, and technology-driven experiences, exploring how different learning styles, environments, and interactions impact their educational experiences.
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