Research Design

This research is based on the proposed framework for Computing Research Methods (CRM) [206] that is designed to facilitate teaching. It is grounded in four questions, which, collectively, describe the cycle of research. Each question anchors a quadrant in the process of computing research. The framework is illustrated in Figure 4.2.

Figure ‎4.2: A Framework for CRM Designed to Facilitate Teaching [206]

This research is divided into three main research stages each answering one of three research questions. The design and the development is conducted into three objectives: (1) identify SQL impediments that get in the way of Learning Performance, (2) instructional design (SQL patterns design and development) process and (3) SQL patterns evaluation. The research is designed based on the

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adaption of CRM framework. However, it was implemented in an iterative way that consists of three cycles as shown in Figure 4.3.

Figure ‎4.3: A Spiral CRM Framework for Research Methods Designed to Achieve the Intended Goals Adapted from [206]

Each cycle presents the research process in one stage through providing the answers for each of the four questions. The framework related questions for each stage are described throughout this chapter by answering the four dimensions in the above research framework:

- What do you want to achieve? This is done through the research questions in the next section.

- Where does data come from? This describes the instruments that are used to answer each research question.

- What do we do with the data? This explains the research procedures for each research objectives. The procedure is described in this chapter and more details are discussed in Chapters 5, 6 and 7.

- Have we achieved our goals? This highlights the results for each objective and the related discussion. Each research question results are reported in different chapters of this research; for example: RQ

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1 results are reported in chapter 5, RQ 2 results are reported in chapter 6 and RQ 3 results are reported in chapter 7.

The results of each one affect the design and the implementation of the next. The next subsection presents an overview about each research objective.

4.4.1 Identify SQL impediments that get in the way of Learning

Performance

At stage 1, the researcher aims to discuss and answer the research questions associated with learning SQL issues that are related to the learners and the SQL language.

This objective forms the first cycle of the research. It aims to explore the crosscutting factors that might influence entry-level undergraduate students’ performance in learning SQL. This is done through employing different diagnostic tasks to explore novice’s attitude and cognitive factors influencing their learning. An example is identifying the characteristic of students such as their previous knowledge and skills. Moreover, its purpose is to analyse the influence of the teaching and learning methods and approaches.

The main outcome of this objective will be a framework “model of SQL learning” which presents the performance objective. The purpose of it is to guide this study in designing an effective instructional material and for future work toward developing a matrix to assess learners’ performance. The purpose of the second objective of this thesis is defined next.

4.4.2 Development of SQL patterns

This is built on the results reported in the previous section that proposed the framework in learning SQL. Its aim is to find the best element to design a new instructional material that considers the following aspects: the development of learners’ and experts mental model throughout the learning process, learning

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taxonomy which relates to SQL knowledge and skills, and the cross-cutting factors that influence the ease-of-learning of SQL.

In providing SQL instructional material, any research must address some critical aspects. Since the organization and representation of knowledge has the greatest impact on learning [63], then the knowledge should be structured within the instructional material. Moreover, learning happens in a predictable and mediated way, with subsequent knowledge and skills building on prior knowledge and understanding. Therefore, the sequence in which knowledge is presented is vital, so that it can indeed impact on the efficacy of learning. One of objective 2’s goals is to find the optimal sequence for structuring and presenting SQL knowledge.

Moreover, it was found that integrating a cognitive model in the form of an expert user into novice instruction enhances learning [13].This is essentially the rationale for patterns of any field. At this stage of the research, it is aimed to apply pattern concepts in structuring and organizing SQL knowledge based on the conducted literature review and empirical tasks. This focuses on SQL patterns’ identification, structure, and organization. This study was carried over the second year of the research to focus on patterns in general and SQL patterns in specific. It is divided into four processes:

- SQL patterns’ identification - SQL patterns’ structure - SQL patterns’ organization

- Evaluation of the successful contribution of SQL patterns’ collections and pattern languages in education

More emphasise was given to the evaluation of the influence of SQL patterns in objective 3 as is discussed next.

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4.4.3 Assess the efficacy of the designed SQL patterns

Patterns are a widely accepted mechanism for supporting knowledge representation and transfer. This research’s purpose is to set out an investigation on whether structuring SQL knowledge in patterns could meet the need for optimally-structured instructional material.

This is the stage where an evaluation of the effects of using SQL pattern approach in education is conducted on the use of SQL patterns in teaching SQL. The results of this are discussed in chapter 7.

The next section describes the research framework at Research objective 1: Identify SQL impediments that get in the way of Learning Performance.