Development of Database System Principles and Applications Course based on Task-based Learning and Team-based Learning to Enhance Database Design Abilities of Second Year Students in Fujian University of Technology
Abstract
Background and Aim: The undergraduate database system principles and applications course grapples with issues such as the gap between theory and practice, outdated content, and limited teaching methods. Addressing these challenges necessitates a comprehensive reform to enhance students' practical skills and adaptability to technological advancements. This study aimed to：1) study the background information focusing on course components of Database system principle and application course to enhance students’ database design ability,
2) develop a Database system principle and application course based on Task-based learning and Team-based learning to enhance students’ database design ability, and 3) determine the effectiveness of implementing the database system principle and application course based on Task-based learning and Team-based learning.
Materials and Methods: The sample was second-year students majoring in Internet of Things engineering in the academic year 2023-2024 of Fujian University of Technology, the People’s Republic of China was 30 students from 1 classroom derived by cluster random sampling. The experimental design adopted in this study is a group Post-test-only design. The research instruments from each Phase of the study were as follows: Phase I: Interview forms for teachers and students on course-related questions. Phase II: 1) Database system principles and applications course based on Task-based learning and Team-based learning with a very high level of appropriateness. 2) Eight lesson plans based on Task-based learning and Team-based learning with a very high level of appropriateness. 3) An evaluation form of database design ability includes knowledge and skills. 4) a learning achievement test and 5) a student satisfaction questionnaire with a reliability of 0.897. The data were analyzed by using mean, standard deviation, and the one-sample t-test.
Results: The results of the study were as follows: 1) The researchers reviewed the literature about the Database System Principles and Applications course and interviewed four teachers and 20 students for problems of the Database System Principles and Applications course, and the information gathered was used to develop the course. The database system principles and applications course in undergraduate education faces problems such as the disconnection between theory and practice, the lag in updating course content, and the single teaching method. These challenges emphasize the urgent need for comprehensive reform of the course content, teaching methods, and assessment system to enhance students' practical skills and their ability to adapt to the rapidly changing technological environment. 2) The Database System Principles and Applications Course based on Task-based Learning and Team-based Learning consisted of the principle, objective, content, instructional strategy, materials, and evaluation. 3) After implementing through Database system principles and applications course based on Task-based learning and Team-based learning, the students’ database design ability (Knowledge) was higher than the determined criterion of 70% at a significance level of .05 (M = 31.33, SD = 3.76, t = 4.825, p = .000) and the students’ database design ability (Skills) was higher than the determined criterion of 70% at a significance level of .05 (M = 45.12, SD = 2.89, t = 5.913, p = .000). 4) The students’ satisfaction was statistically higher than the determined criterion of 70% at a .05 level of statistical significance.
Conclusion: To development of a task-based learning and team-based learning database system principles and applications course is significantly effective in enhancing students' database design ability.
Article Details
How to Cite
Section
Articles
Copyright & License
Copyright (c) 2024 International Journal of Sociologies and Anthropologies Science Reviews
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright on any article in the International Journal of Sociologies and Anthropologies Science Reviews is retained by the author(s) under the under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business.
References
Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Team-based learning: design, facilitation and participation. BMC Medical Education, 20, 1-7. DOI: https://doi.org/10.1186/s12909-020-02287-y
Büyükkarcı, K. (2009). A critical analysis of task-based learning. Kastamonu Education Journal, 17(1), 313-320.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297-334. DOI: https://doi.org/10.1007/BF02310555
Doyle, T. (2023). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Taylor & Francis. DOI: https://doi.org/10.4324/9781003445067
Ellis, R. (2016). The methodology of Task-based teaching. Asian EFL Journal, 8(3), 19-45.
Gomez, E. A., Wu, D., & Passerini, K. (2010). Computer-supported team-based learning: The impact of motivation, enjoyment and team contributions on learning outcomes. Computers & Education, 55(1), 378-390. DOI: https://doi.org/10.1016/j.compedu.2010.02.003
Harde, R. (2015). Team-Based Learning in the Humanities Classroom:" Women's Environmental Writing" as a Case Study. Canadian Journal for the Scholarship of Teaching and Learning, 6(3), 11. http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/11 DOI: https://doi.org/10.5206/cjsotl-rcacea.2015.3.11
Huang, Z., & Fang, Q. (2014). The Application of Hadoop Cloud Platform in the Experimental Teaching of "Database System Principles" Course. Science Education Journal. 23, 138-181. doi: 10.16400/j.cnki.kjdks.2014.12.076.
Liao, Z. (1985). The "big" character complex of curriculum Theory and the Responsibility of Teaching Theory. Copy newspapers and Periodicals in Renmin University of China.
Liu, H., & Wang, X. (2020). Thinking and exploring the reform of the applied undergraduate curriculum. Talent, 27, 45-46.
Matalonga, S., Mousqués, G., & Bia, A. (2017). Deploying Team-based learning at undergraduate software engineering courses. In 2017 IEEE/ACM 1st International Workshop on Software Engineering Curricula for Millennials (SECM) (pp. 9-15). IEEE. DOI: https://doi.org/10.1109/SECM.2017.2
Oliva. (1999). On the Nature of Curriculum – Educational. Research and Experimentation.
Qian, D. (2012). Research on Teaching Reform of Database Principles and Applications Course in Applied Undergraduate Colleges and Universities. Science and Technology Perspectives, 13, 91-92.
Qiu, T. (2011). A preliminary study on the teaching reform of vf database course in applied undergraduate colleges. Kehai story exposition: science and education innovation, 11, 1-10.
Richardson, M. W., & Kuder, G. F. (1939). The calculation of test reliability coefficients is based on the method of rational equivalence. Journal of Educational Psychology, 30(9), 681-688. DOI: https://doi.org/10.1037/h0054933
Sha, L. (2023). Problems and Enhancement Strategies in Curriculum Development Based on Work Process. Tianjin Vocational and Technical Normal University.
Tang, B. (2015). Vocational Education Curriculum and Teaching Theory. Science Press.
Wang, P., (2018). A preliminary exploration of Team-Based Learning task-based teaching method. Campus English, 30,168-174.
Wang, S., & Sa, S. (2023). Introduction to Database Systems. Machinery Industry Press.
Willis, J. (1996). A flexible framework for task-based learning. Challenge and change in language teaching, 52, 62-70.
Willis, J. (1996). A Framework for Task-Based Learning. Edinburg: Longman.