DOI: 10.5176/2251-2195_CSEIT14.21

Authors: Aminah Bibi Bawamohiddin and Rozilawati Razali


Abstract: Problem-solving concepts develop problem solving and critical thinking skills. The concepts are seen as essential in Computer Science (CS) education in preparing the students for their future career world. Problem-based Learning (PBL) is a kind of teaching and learning approach that is meant for fulfilling those needs. Despite the fact that PBL is seen as necessary, there are some doubts regarding the adoption of PBL in CS education. It is uncertain whether PBL is appropriate to be fully adopted across the entire CS programme. Even if it is suitable, the CS courses that best suit PBL are still undistinguishable. This paper aims to address these concerns by analysing the learning outcomes of each knowledge area in the CS curriculum guideline developed by the Association for Computing Machinery (ACM) and Institute Electrical and Electronics Engineers (IEEE) in order to assess its suitability to adopt PBL approach. The study employed content analysis and descriptive statistics for analysing the data. The findings indicate that PBL can be adopted in 77{6e6090cdd558c53a8bc18225ef4499fead9160abd3419ad4f137e902b483c465} of CS courses. This justifies the importance of adopting PBL in CS education. The knowledge areas that primarily require the use of PBL include Algorithms and Complexity, Software Development Fundamentals, Software Engineering, System Fundamentals, and Social Issues and Professionals Practice. These findings can be used by CS programme coordinators and educators to plan using PBL in CS courses.

Keywords: computer science education; problem-based learning; problem solving skill; PBL adoption; CS;

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