A case study of applying scrum in teaching computer programming

s was beneficial (questions 1). A 45.71% of the students thought that “highly” regular interactions with friends is needed while the same number of the students said that a “very high” level of that is necessary. Similarly, a 57.14% thought that it needs a “high” level of regular interactions with the lecturers (question 2). Only a 34.29% felt that a “very high” level of regular Phần 2. cÔNG NGHỆ VÀ GIÁO Dục 233 interactions with the lecturer is needed. This indicates that the students have been supported well by their team so they may not need very regular interactions with the lecturers. Table 3: Results of the questionnaire (questions answered by Class 2: 40 students) No need Low Medium High Very high Question 1: What level is needed for regular interactions with friends to discuss how to solve the exercises? 0% 0% 8.57% 45.71% 45.71% Question 2: What level is needed for regular interactions with the lecturer to discuss how to solve the exercises? 0% 0% 8.57% 57.14% 34.29% Question 3: What level is needed for providing a list of the required exercises in each lab session? 0% 2.86% 17.14% 54.29% 25.71% Question 4: What level is needed for understanding all the necessary programming theory before starting to work in the lab session? 0% 0% 11.43% 34.29% 54.30% A 54.29% believed that a “high” level is needed for providing a list of the required exercises in each lab session while only 25.71% said that this list is “very highly” needed (question 3). The diversity in students’ learning ability may be a challenge for us to choose a suitable list of programming exercises for the teams. For question 4, a 54.30% agreed that a “high” level is needed for understanding all the necessary programming theory before starting to write computer programs. 5. CONCLUSION In this paper, a Scrum-based teaching method for teaching computer programming is proposed. It aims at being applied for teaching the lab sessions rather than the lecture sessions. The experimental results showed that on average, the Scrum-based teaching method can improve students’ programming skills by nearly 3 percentage units when compared to the conventional teaching method. While no statistically significant differences in term of the students’ programming skills between these two methods, some other benefits are achieved. The proposed teaching method can create a teaching and learning environment that increases preparation, active, self and collaborative learning of the students. Kỷ yếu Hội tHảo quốc tế CáC vấn đề mới trong khoa họC giáo dụC: tiếp Cận liên ngành và xuyên ngành234 It offers the lecturer a mean to manage, interact and grasp the students’ learning performance in achieving both technical and soft skills of their learning outcomes. Especially, s/he can make immediate responds based on the students’ learning performance during the semester. Although the proposed teaching method benefited the students and the lecturer. There are some limitations. First, the lecturer needs to spend time to play a role of a customer during the lab sessions and to review the students’ result reports. Second, the lecturer has to respond to the students’ learning performance by re- scoping teaching content or assisting individuals. For future work, to save time of the lecturer, we plan to employ a Web-based application that is able to allow the lecturer to manage the programming exercises and the teams, to collect and analysis the result reports. We also plan to apply the proposed teaching method for other courses, e.g., C# Programming, to further validate the proposed teaching method. 6. REFERENCES 1. Kofi Adu-manu Sarpong, John Kingsley Arthur and Prince Yaw Owusu Amoako. Causes of Failure of Students in Computer Programming Courses: The Teacher Learner Perspective. International Journal of Computer Applications 77(12):27- 32, September 2013. 2. Bassey Isong. A Methodology for Teaching Computer Programming: first year students’ perspective. I.J. Modern Education and Computer Science, 2014, 9, 15- 21 Published Online September 2014 in MECS ( 3. Mohorovičić, Sanja & Strčić, Vedran. (2019). An Overview of Computer Programming Teaching Methods. 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Kỷ yếu Hội tHảo quốc tế CáC vấn đề mới trong khoa họC giáo dụC: tiếp Cận liên ngành và xuyên ngành236 MỘT NGHIÊN CỨU VỀ VIỆC ÁP DỤNG SCRUM TRONG GIẢNG DẠY LẬP TRÌNH MÁY TÍNH Tóm tắt: Bối cảnh: Dạy và học lập trình máy tính đang tạo ra nhiều thách thức cho cả người dạy và sinh viên Khoa học Máy tính. Mục tiêu: Bài báo này trình bày một phương pháp mới để giảng dạy lập trình máy tính. Phương pháp: Dựa trên phương pháp phát triển phần mềm Scrum, các sinh viên trong một khóa học lập trình máy tính được chia thành nhiều nhóm. Scrum nhấn mạnh sự hợp tác và giao tiếp giữa các sinh viên trong nhóm của họ để hoàn thành một danh sách các bài tập lập trình được yêu cầu. Các sinh viên được khuyến khích để tìm ra và chia sẻ giải pháp của họ với nhóm để có thêm kinh nghiệm. Kết quả: Một trường hợp nghiên cứu mô tả chi tiết một thí nghiệm được thực hiện trong một lớp học lập trình máy tính của sinh viên năm thứ nhất để chứng minh lợi ích của phương pháp đã được đề xuất (về sự cải thiện kết quả và thái độ học tập) và để rút ra các bài học kinh nghiệm từ nghiên cứu này. Từ khóa: Lập trình, Môi trường hợp tác, Scrum, Dạy học, Sinh viên.