Experiment Setups (environments and materials)

The experiment was designed in pre-test, post-test, problem solving task and treatments control group and experimental group. Participants are placed randomly into both groups. Jarke et al. [249] discussed the criteria for testing the performance of more than one group. The language should be directed towards the same type of user, and to be used in a similar system environment, and using the same DBMS. SQL Evaluation was similar to the approach adopted in other research that were reviewed in section 2.4 such as [5, 81].

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Individual participants completed the exercises at the IT department in HCT College. The overall procedure can be seen in Figure 4.12 where all participants read the information and signed the consent.

Figure ‎4.12: Experiment Steps

Both groups received the pre-test on whatever the instrument was used to assess the effect of the received teaching method before the treatments were given. After that, both groups attended a tutorial where the examined concepts are explained and discussed. The patterns’ group was given a set of patterns while, for the other group, the SQL lecture notes and text books were made available for use. The experimental groups had fifteen minutes extra to explain to them about SQL patterns. Both groups received the same tasks. Then, each group participated in the task of problem solving. For the problem solving task, the participants first needed to decide what elements of the data model are relevant, and the necessary operations using PSS sheet. They needed to refer to the given materials (SQL patterns or lecture material) and use paper and pencil to formulate the required information. ER model was given to all participants on paper. Then, for the query writing, they had to write the related SQL query. The tools used recorded all the trials and errors attempted by each participant and the time taken for each question. In addition, the participants could have generated ER model from the given tools. Subsequently, both groups were requested to perform the post-test. The experimental group was asked to fill out

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the usability questionnaire. The experiment was designed with a control of extraneous factors. Two IT faculties and the researcher then evaluated all the results. Both faculties were academic in IT department with more than 10 years in teaching database course experience.

The Experiment program Task description

Time/day Information sheet and consent

form

< coffee, tea breakfast available to all>

Day1

(Control Group)CG, (Experimental Group)EG

Pre-test 9:00-9:20

(Control Group)CG, (Experimental Group)EG

Tutorial (CG) Day2

9:00-10:10 CG

Coffee and snacks break 20 minutes

main task –session 1 10:30 -11:30 10-15 minutes break

Main task-session 2 11:40-12:30

Tutorial (EG) Day3

9:00-10:10 Coffee and snacks break

20 minutes

main task –session 1 10:30 11:30 10-15 minutes break-coffee and snacks

Main task-session 2 11:40-12:30

Post-test 12:40-1:00

(Control Group)CG, (Experimental Group)EG

Figure ‎4.13: Experiment Program

The experiment procedure (see Figure 4.13) was approved by the Ethics Committee at University of Glasgow (see Appendix O).

4.7.6 Results Analysis

Quantifying human performance in these complex cognitive tasks is a challenge. A central problem in this area is developing adequate techniques for measuring. Chapter 7 documents all the data collection, results analysis and discussion.

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4.8 Chapter Summary

This chapter has introduced the research design methodology, which includes a description of the research structure and how this research has been conducted. Moreover, the chapter provided insight into the structure of the research and the research framework and the use of combined research approaches and different tools. Satisfactory data has been generated to answer the research questions. The research framework was employed to provide knowledge in the three areas: the first one is to find out the factors that affect novice performance in learning SQL; the second is the method that was used to form SQL knowledge which is presented as SQL patterns and employed as instructional materials; and finally the evaluation of the influence of SQL pattern in novice’s performance.

Chapter 5, which follows, aims to answer the first part of the research questions; it explores the factors that might influence first year undergraduate student’s performance in learning SQL. It covers the different diagnostic tasks that were used in this research to explore novice’s attitude and cognitive factors. The first set of factors is categorized under the characteristics of novice SQL learners. SQL novices’ are influenced by a number of factors in learning such as: their personal attitude, previous experience, problem solving skills, and acquisition abilities. SQL language features, on the other hand, were considered as another factor which includes: SQL nature, SQL syntax and SQL concepts and knowledge. The cognitive factors were evaluated as well, such as: students’ ability to understand the given scenario (query formulation), students’ skills in reading and comprehension of SQL queries (query comprehension) and students’ ability to write non-trivial query (query writing) which is the application of their knowledge.

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Research

Objective 1:

Chapter 5

Analysis of SQL Performance Objectives

5.1: introduction

5.2: Data Collection

5.3: Findings

Analysis Strategy

Research Question 1

5.5: Analysis of

SQL Features

5.6: Analysis of

SQL Learning

Methods

5.9: Chapter Summary

5.7: Discussion &

Interpretation

5.8: A Model of SQL

Learning

5.4 Analysis of

Learner’s

Characteristics

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