Evaluating the computing student experience of a new block model: student results, satisfaction and comments
This study explores the impact of block models on computing students’ learning and study experience at an Australian university. With condensed delivery models gaining attention as a solution to student attrition and engagement issues, this mixed-methods research compares student results and experie...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2534155 |
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| Summary: | This study explores the impact of block models on computing students’ learning and study experience at an Australian university. With condensed delivery models gaining attention as a solution to student attrition and engagement issues, this mixed-methods research compares student results and experiences before and after a block model introduction in STEM courses. Using t-tests to analyse differences in data sets from over 100 STEM courses before and after the introduction, the study uses metrics such as pass rates, GPA, satisfaction levels, and student feedback comments to assess effectiveness for various student profiles. Student feedback comments were examined for themes in both years. Findings show that while success rates increased across disciplines, computing students did not experience substantial improvement. Furthermore, overall student satisfaction decreased, particularly in computing courses. These results highlight the need for tailored approaches within block models to better accommodate different course types, ensuring enhanced student satisfaction and success. The research underscores the importance of continuous adaptation in educational methods to meet diverse student needs and improve educational effectiveness. |
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| ISSN: | 2331-186X |