Development of a Competency-based Curriculum in Fundamental Computer Science Course Based on Blended Learning Approach and Cooperative Learning Theory for Undergraduate Students

Abstract

The objectives of this research were to: 1) develop a competency-based curriculum for the fundamentals of computer science course using a blended learning approach and cooperative learning theory to meet the 80/80 efficiency criterion; 2) study the results of implementing a competency-based curriculum for the Fundamentals of Computer Science course, as follows: 2.1) compare students' knowledge in fundamental computer science before and after instruction, and against the 80% benchmark, 2.2) compare practical skills in fundamental computer science with the 80% of the total score criterion, 2.3) compare desirable learning characteristics between before and after learning; and 3) study students' opinions after learning. The sample consisted of 30 first-year Computer Science students at the Faculty of Science and Technology, Sakon Nakhon Rajabhat University, who enrolled in the Fundamentals of Computer Science course in the first semester of the 2024 academic year, selected by purposive sampling. The research instruments consisted of 1) the competency-based curriculum and lesson plans, 2) a curriculum handbook, 3) a knowledge test, 4) a skills assessment form, 5) a learning characteristics evaluation form, and 6) a student opinion questionnaire. The statistical analysis used mean, standard deviation, percentage, the one-sample t-test, and the dependent samples t-test.

The findings of the study were as follows: 1) the developed curriculum consisted of eight components: (1) background and importance, (2) objectives, (3) fundamental concepts, (4) principles, (5) necessary competency framework, (6) content structure, (7) learning process and activities, and (8) measurement and evaluation. Expert evaluation rated the curriculum as highly appropriate (M = 4.70, S.D. = 0.52), and its implementation achieved an efficiency score of 85.17/83.85, exceeding the 80/80 criterion. 2) Regarding the implementation results: 2.1) students' post-learning knowledge scores were significantly higher than their pre-learning scores and the 80% benchmark (p < .01); 2.2) their practical skills scores were significantly higher than the 80% benchmark (p < .01); 2.3) there was no significant difference in desirable learning characteristics before and after instruction (p > .05). 3) Students expressed highly positive opinions about learning through the curriculum (M = 4.59, S.D. = 0.42).