Effectiveness of Pre‐Test and Post‐Test Strategies in Programming Education: A Five‐Year Longitudinal Study
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| Natura: | Artículo Open Access |
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Wiley
2026
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| _version_ | 1867004911913271296 |
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| author | Po‐Hsun Cheng Li‐Wei Chen |
| author_facet | Po‐Hsun Cheng Li‐Wei Chen Po‐Hsun Cheng Li‐Wei Chen |
| collection | Wiley Open Access |
| contents | Effectiveness of Pre‐Test and Post‐Test Strategies in Programming Education: A Five‐Year Longitudinal Study Po‐Hsun Cheng Li‐Wei Chen Computer Applications in Engineering Education ABSTRACT Learning efficacy constitutes a fundamental metric in educational assessment, maintaining critical significance across all domains of knowledge acquisition and skill development in pedagogical contexts. This study aims to implement and evaluate a restructured pedagogical framework for introductory programming education, utilizing quantitative metrics to optimize learning efficacy based on empirical collegiate teaching data and established educational indicators. A longitudinal study was conducted utilizing a dual‐phase methodology. Phase I (2016–2018) implemented a hybrid assessment approach, integrating a proprietary Moodle learning management system with a web‐based online judge platform for summative evaluations. Phase II (2019–2024) introduced the Judge‐oriented Pedagogical Framework (JOPF), incorporating synchronous pre‐ and post‐assessment protocols under controlled conditions. The study encompassed four distinct demographic cohorts: undergraduate freshmen (54 contact hours/18 weeks), in‐service high school educators (54 contact hours/18 days), and secondary students in sequential phases (30 contact hours/10 weeks per phase). Real‐time performance analytics were systematically monitored through a dual‐observation protocol involving both instructors and participants. Descriptive multi‐year trends indicated consistent improvements in learning outcomes following implementation of the JOPF. Semester completion rates rose, and cohort performance stabilized across iterations. Instructor observations and cohort patterns point to practical advantages of judge‐based weekly assessments over prior multiple‐choice quizzes, and both instructors and students reported positive acceptance. The study demonstrates the superior effectiveness of programmatic online assessment protocols compared to conventional learning management systems. This methodology enables precise evaluation of learning outcomes through empirical assessment metrics, facilitating enhanced learning efficacy. The framework establishes a bidirectional feedback mechanism that optimizes educational outcomes for both pedagogical facilitators and learners. 10.1002/cae.70139 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| doi_str_mv | 10.1002/cae.70139 |
| format | Artículo Open Access |
| id | wiley_oa_10_1002_cae_70139 |
| institution | Wiley Open Access |
| license_str_mv | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| publishDate | 2026 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Effectiveness of Pre‐Test and Post‐Test Strategies in Programming Education: A Five‐Year Longitudinal Study Po‐Hsun Cheng Li‐Wei Chen Computer Applications in Engineering Education Effectiveness of Pre‐Test and Post‐Test Strategies in Programming Education: A Five‐Year Longitudinal Study Po‐Hsun Cheng Li‐Wei Chen Computer Applications in Engineering Education ABSTRACT Learning efficacy constitutes a fundamental metric in educational assessment, maintaining critical significance across all domains of knowledge acquisition and skill development in pedagogical contexts. This study aims to implement and evaluate a restructured pedagogical framework for introductory programming education, utilizing quantitative metrics to optimize learning efficacy based on empirical collegiate teaching data and established educational indicators. A longitudinal study was conducted utilizing a dual‐phase methodology. Phase I (2016–2018) implemented a hybrid assessment approach, integrating a proprietary Moodle learning management system with a web‐based online judge platform for summative evaluations. Phase II (2019–2024) introduced the Judge‐oriented Pedagogical Framework (JOPF), incorporating synchronous pre‐ and post‐assessment protocols under controlled conditions. The study encompassed four distinct demographic cohorts: undergraduate freshmen (54 contact hours/18 weeks), in‐service high school educators (54 contact hours/18 days), and secondary students in sequential phases (30 contact hours/10 weeks per phase). Real‐time performance analytics were systematically monitored through a dual‐observation protocol involving both instructors and participants. Descriptive multi‐year trends indicated consistent improvements in learning outcomes following implementation of the JOPF. Semester completion rates rose, and cohort performance stabilized across iterations. Instructor observations and cohort patterns point to practical advantages of judge‐based weekly assessments over prior multiple‐choice quizzes, and both instructors and students reported positive acceptance. The study demonstrates the superior effectiveness of programmatic online assessment protocols compared to conventional learning management systems. This methodology enables precise evaluation of learning outcomes through empirical assessment metrics, facilitating enhanced learning efficacy. The framework establishes a bidirectional feedback mechanism that optimizes educational outcomes for both pedagogical facilitators and learners. 10.1002/cae.70139 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| title | Effectiveness of Pre‐Test and Post‐Test Strategies in Programming Education: A Five‐Year Longitudinal Study |
| topic | Computer Applications in Engineering Education |
| url | https://onlinelibrary.wiley.com/doi/10.1002/cae.70139 |