A Problem‐to‐Code Teaching Framework for Technology‐Enhanced Database Programming in Engineering Education: A Mixed‐Methods Study.
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| Title: | A Problem‐to‐Code Teaching Framework for Technology‐Enhanced Database Programming in Engineering Education: A Mixed‐Methods Study. |
|---|---|
| Authors: | Chen, Hung‐Yi1 (AUTHOR), Liu, Ying‐Chieh2 (AUTHOR) allanliu@ncut.edu.tw, Chiu, Tiffany3 (AUTHOR) |
| Source: | Computer Applications in Engineering Education. Mar2026, Vol. 34 Issue 2, p1-19. 19p. |
| Subjects: | Database design, Engineering education, Mixed methods research, Self-efficacy, Computer assisted instruction, Academic support programs |
| Abstract: | In engineering education contexts, students in database programming courses within the College of Informatics and Engineering often encounter challenges when transforming problem statements into executable code in technology‐enhanced programming environments, which often diminishes their self‐efficacy. To address this issue, this study introduces the Problem‐to‐Code Teaching Framework (PCTF), an instructional model that integrates the Function/Pattern‐Oriented Teaching Method with supporting scaffolding activities. The PCTF was implemented in an 18‐week PL/SQL course with 45 undergraduates at a university of science and technology in Taiwan, conducted in a technology‐enhanced environment using Oracle 19c databases and SQL IDE tools. Using a convergent mixed‐methods design, programming self‐efficacy was measured at three time points and analyzed with linear mixed‐effects regression, while 16 semi‐structured interviews captured students' perceptions of conceptual, procedural, and feedback scaffolds. Results indicated a steady increase in programming self‐efficacy across the semester, with the compensatory effect among students starting at lower levels. Deep learning approaches showed a strong, positive association, whereas the surface approach was not reliably associated. Qualitative findings indicated that multilayered scaffolds were perceived as supporting confidence and persistence by clarifying problem abstraction and solution modeling, structuring the problem‐to‐code conversion process, and providing timely feedback. Overall, the PCTF represents a context‐bounded yet structurally transferable, technology‐enhanced instructional framework that bridges problem analysis and code implementation, contributing to technology‐integrated data‐centric engineering programming education. [ABSTRACT FROM AUTHOR] |
| Copyright of Computer Applications in Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 192558393 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Problem‐to‐Code Teaching Framework for Technology‐Enhanced Database Programming in Engineering Education: A Mixed‐Methods Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chen%2C+Hung‐Yi%22">Chen, Hung‐Yi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Ying‐Chieh%22">Liu, Ying‐Chieh</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> allanliu@ncut.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Chiu%2C+Tiffany%22">Chiu, Tiffany</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Computer+Applications+in+Engineering+Education%22">Computer Applications in Engineering Education</searchLink>. Mar2026, Vol. 34 Issue 2, p1-19. 19p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Database+design%22">Database design</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+support+programs%22">Academic support programs</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In engineering education contexts, students in database programming courses within the College of Informatics and Engineering often encounter challenges when transforming problem statements into executable code in technology‐enhanced programming environments, which often diminishes their self‐efficacy. To address this issue, this study introduces the Problem‐to‐Code Teaching Framework (PCTF), an instructional model that integrates the Function/Pattern‐Oriented Teaching Method with supporting scaffolding activities. The PCTF was implemented in an 18‐week PL/SQL course with 45 undergraduates at a university of science and technology in Taiwan, conducted in a technology‐enhanced environment using Oracle 19c databases and SQL IDE tools. Using a convergent mixed‐methods design, programming self‐efficacy was measured at three time points and analyzed with linear mixed‐effects regression, while 16 semi‐structured interviews captured students' perceptions of conceptual, procedural, and feedback scaffolds. Results indicated a steady increase in programming self‐efficacy across the semester, with the compensatory effect among students starting at lower levels. Deep learning approaches showed a strong, positive association, whereas the surface approach was not reliably associated. Qualitative findings indicated that multilayered scaffolds were perceived as supporting confidence and persistence by clarifying problem abstraction and solution modeling, structuring the problem‐to‐code conversion process, and providing timely feedback. Overall, the PCTF represents a context‐bounded yet structurally transferable, technology‐enhanced instructional framework that bridges problem analysis and code implementation, contributing to technology‐integrated data‐centric engineering programming education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Computer Applications in Engineering Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/cae.70163 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1 Subjects: – SubjectFull: Database design Type: general – SubjectFull: Engineering education Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Academic support programs Type: general Titles: – TitleFull: A Problem‐to‐Code Teaching Framework for Technology‐Enhanced Database Programming in Engineering Education: A Mixed‐Methods Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chen, Hung‐Yi – PersonEntity: Name: NameFull: Liu, Ying‐Chieh – PersonEntity: Name: NameFull: Chiu, Tiffany IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10613773 Numbering: – Type: volume Value: 34 – Type: issue Value: 2 Titles: – TitleFull: Computer Applications in Engineering Education Type: main |
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