Consider the Order of Practical and Theory Material in Modules

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What is the Action?

To revise the order of practical and theory material in modules. For example, where multiple theory lectures normally delivered in a row, consider changing the order by mixing in practical/project classes in-between instead.

Quick Facts to Support this Action

TU Dublin revised module sequences to evenly balance theory and practice modules, which alongside other actions implemented contributed to almost doubling the retention rates.

Ways to Implement This Action

Ideas on how to revise topics in modules:

➤ Evenly Distribute

Depending on the course content, review and reshuffle theory and practice topics in a module to make them evenly distributed;

➤ Identify Popular Topics

Identify potentially most popular/interesting topics and place some of them at the start of the module, especially if the module is intended for non-majors of computer science and has an aim to recruit new students;

➤ Practical Based

Depending on the nature of the module, engage with students in practice-based topics/projects at the start of the module, and leave the theory topics for the end of it.

Evaluation Approaches

To see the impact on retention, retention statistics can be measured before and after a change is implemented. Student performance can be assessed by comparing grades of students doing the course before and those doing it after the initiative. Additionally, students can be asked in a survey to self-rate their course engagement.

Proposed ideas for survey statements/questions in relation to the revised order of materials (for statements suggested is rating from 1 to 5):

  • The sequence of practical and theory activities helped me understand the material better.
  • Doing practical work before/alongside theory increased my motivation to learn.
  • The order of activities helped me connect coding tasks with underlying concepts.
  • The sequence made it harder to follow the material. (reverse-coded)
  • The order of activities matched the way I like to learn.
  • What aspects of the sequence of practical and theory activities worked well for you? [Open text box]
  • What aspects of the sequence could be improved? [Open text box]

    C. Alvarado, Z. Dodds, and R. Libeskind-Hadas. Increasing women’s participation in computing at Harvey Mudd College. ACM Inroads, 3(4):55–64, 2012.

    Kinnunen, P., 2009. Challenges of teaching and studying programming at a university of technology-Viewpoints of students, teachers and the university. Helsinki University of Technology (Doctoral Dissertation).

    S. McKeever and D. Lillis. Addressing the Recruitment and Retention of Female Students in Computer Science at Third Level, 2021. Retrieved 09/05/2022: https://arxiv.org/pdf/2110.06090. pdf.

    L. Ott. Explorations in computing: Could this be the key to retention? In FIE, pages 1–9, Madrid, Spain, 2014. IEEE Xplore, IEEE.