Effect of a Tutorial for Learning SQL on Learner Outcomes and Satisfaction
DOI:
https://doi.org/10.21432/cjlt27927Keywords:
Courseware, database, SQL, motivation, ARCS, structured query languageAbstract
In this paper, we present the results of a study on the impact of a courseware developed by using Keller’s ARCS motivational model strategies and designed to help students learn SQL language. The study involved 92 non-computer science students divided into two groups: an experimental group that had been taught the SQL language using the courseware named SQLAlgebraCourse and a control group that had not used it. The results of this study showed that the students in the experimental group performed better in the summative evaluation and were satisfied with the benefits provided by the courseware.
References
Abelló, A., Rodríguez, M. E., Urpí, T., Burgués, X., Casany, M. J., Martín, C., & Quer, C. (2008, Juillet). LEARN-SQL: Automatic assessment of SQL based on IMS QTI specification. Dans 2008 Eighth IEEE International Conference on Advanced Learning Technologies, 592-593. https://doi.org/10.1109/ICALT.2008.27
Alhazbi, S. (2015). ARCS-based tactics to improve students’ motivation in computer programming course. Dans 2015 10th International Conference on Computer Science & Education (ICCSE), 317-321. IEEE. https://doi.org/10.1109/ICCSE.2015.7250263
Annamalai, S. (2016). Designing motivating mE-book for polytechnic language classroom using ARCS model. The European Proceedings of Social & Behavioral Sciences XIV, 320-326. http://dx.doi.org/10.15405/epsbs.2016.08.45
Annamalai, S., & Salam, S. N. A. (2017, Octobre). Facilitating programming comprehension for novice learners with multimedia approach: A preliminary investigation. Dans AIP Conference Proceedings, 1891(1), 020029. https://doi.org/10.1063/1.5005362
Bai, H., Aman, A., Xu, Y., Orlovskaya, N., & Zhou, M. (2016). Effects of Web-based interactive modules on engineering students’ learning motivations. American Journal of Engineering Education, 7(2), 83-89. https://doi.org/10.19030/ajee.v7i2.9840
Bouffard, T., Boileau, L., & Vezeau, C. (2001). Students’ transition from elementary to high school and changes of the relationship between motivation and academic performance. European Journal of Psychology of Education, 16(4), 589-604. https://doi.org/10.1007/BF03173199
Cembalo, M., De Santis, A., & Ferraro Petrillo, U. (2011). Savi: A new system for advanced sql visualization. Dans SIGITE ’11: Proceedings of the 2011 Conference on Information Technology Education, 165-170. https://doi.org/10.1145/2047594.2047641
Chen, Y.-T. (2014). A study to explore the effects of self-regulated learning environment for hearing-impaired students. Journal of Computer Assisted Learning, 30(2), 97-109. https://doi.org/10.1111/jcal.12023
Colakoglu, O. M., & Akdemir, O. (2010). Motivational measure of the instruction compared: Instruction based on the ARCS motivation theory vs traditional instruction in blended courses. Turkish Online Journal of Distance Education, 11(2), 73-89. https://files.eric.ed.gov/fulltext/EJ1042575.pdf
De Raadt, M., Dekeyser, S., & Lee, T. Y. (2006). Do students SQLify? improving learning outcomes with peer review and enhanced computer assisted assessment of querying skills. Dans Proceedings of the 6th Baltic Sea conference on Computing education research. Koli Calling, 101-108. https://doi.org/10.1145/1315803.1315821
Dekeyser, S., de Raadt, M., & Lee, T. Y. (2007). Computer assisted assessment of SQL query skills. Proceedings of the eighteenth conference on Australasian database, 63, 53-62. https://dl.acm.org/doi/abs/10.5555/1273730.1273737
Farza, L. (2015). Impact d’une approche d’enseignement/apprentissage mixte sur les résultats des apprenants: cas d’un cours de bases de données. Spirale-E, Revue de Recherches en Education, Académie de Lille, 55, 61-74. https://spirale-edu-revue.fr/spip.php?article1232.
Folland, K. A. T. (2016). viSQLizer: An interactive visualizer for learning SQL. Mémoire de master, Université de science et technologie, Norvège. https://core.ac.uk/download/pdf/154676145.pdf
Gee, Y. T., & Umar, I. N. (2014). The effects of drill and practice courseware on students’ achievement and motivation in learning English. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(12), 3683-3688.
Glore, P. (2011). Identifying Motivational Strategies to Engage Undergraduate Learning in Web-Based Instruction. Thèse de doctorat, Université de Capella. http://anitacrawley.net/Resources/Articles/GloreDis.pdf
Gudivada, V. N., Arbabifard, K., & Rao, D. (2017). Automated generation of SQL queries that feature specified SQL constructs. The Third International Conference on Big Data, Small Data, Linked Data and Open Data, 9-13.
Juan, Y. K., & Chao, T. W. (2015). Game-based learning for green building education. Sustainability, 7(5), 5592-5608. https://dx.doi.org/10.3390/su7055592
Keller, J. M. (1983). Motivational design of instruction. Instructional Design Theories and Models: An Overview of their Current Status, 1, 383-434.
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2-10.
Keller, J. M. (1987). The systematic process of motivational design. Performance and Instruction, 26(9), 1-8. http://terrikrause.com/Content/documents/Keller1987Systematic.pdf
Keller, J. M. (2006). What is motivational design? Florida State University. http://www.arcsmodel.com/pdf/Motivational%20Design%20Rev%20060620.pdf
Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York: Springer. https://dx.doi.org://10.1007/978-1-4419-1250-3
Keller, J. M., & Suzuki, K. (2004). Learner motivation and E-learning design: A multinationally validated process. Journal of Educational Media, 29(3), 229-239. https://doi.org/10.1080/1358165042000283084
Khan, F. M. A., & Masood, M. (2013). The development and testing of multimedia-assisted mastery learning courseware with regard to the learning of cellular respiration. Procedia-Social and Behavioral Sciences, 103, 999-1005. http://dx.doi.org/10.1016/j.sbspro.2013.10.424
Mitrovic, A. (1998). Learning SQL with a computerized tutor. ACM SIGCSE Bulletin, 30(1), 307-311. https://doi.org/10.1145/274790.274318
Mitrovic, A. (2003). An intelligent SQL tutor on the web. International Journal of Artificial Intelligence in Education, 13(2-4), 173-197.
Sadiq, S., Orlowska, M., Sadiq, W., & Lin, J. (2004). SQLator: an online SQL learning workbench. Dans Proceedings of the 9th annual SIGCSE conference on Innovation and technology in computer science education, 36(3), 223-227. https://doi.org/10.1145/1007996.1008055
Sulisworo, D., Sulistyo, E. N., & Akhsan, R. N. (2017). The motivation impact of open educational resources utilization on physics learning using Quipper school app. Turkish Online Journal of Distance Education, 18(4), 120-128. https://files.eric.ed.gov/fulltext/EJ1161803.pdf
Turel, Y. K., & Sanal, S. O. (2018). The effects of an ARCS based e-book on student’s achievement, motivation and anxiety. Computers & Education, 127, 130-140. https://doi.org/10.1016/j.compedu.2018.08.006
Viau, R. (1994). La motivation en contexte scolaire. Québec : Éditions du Renouveau Pédagogique.
Viau, R. (2004). La motivation : condition au plaisir d’apprendre et d’enseigner en contexte scolaire. 3e congrès des chercheurs en éducation, Bruxelles, Belgique.
Zainal, H. H., Nordin, N. M., Hamid, S. S. A., Hassan, N. A., & Hashim, M. H. M. (2016). Technical students’ perceptions and motivations towards instructional courseware on construction technology course. International Journal of Vocational Education and Training Research, 2(1), 1-6. http://dx.doi.org/10.11648/j.ijvetr.20160201.11
Published
Issue
Section
License
Copyright (c) 2022 Lynda Farza
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an International Creative Commons Attribution-NonCommercial License (CC-BY-NC 4.0) that allows others to share the work for non-commercial purposes, with an acknowledgement of the work's authorship and initial publication in this journal.