Medida de habilidade em programação funcional via modelagem de Rasch com validação dicotômica

Abstract

Changes in the process of teaching and learning can be both useful and nonuseful to enhance students learning. This work tried to show that current teaching methods not always meet the needs efficiently when it comes to improve students skills. For that, it relied on experiments with Language Programming subject matter s students. It did so because such a subject matter poses questions whose answers can be answered freely because its codes can be written in many ways , while its assessment is dichotomic. Teacher s didactic procedures, methodology applied in classes, programming language, and the time taken to develop the work proposed were the categories considered in the research. In an experimental group of students, Robert Mager s theory was applied to compare their learning. In such theory, instructional aims are supposed to provide a statement on the information students will get and on their understanding and ability to use them after the course ends. Conclusion is that students skills and performance were improved, that is to say, that there was an increase of knowledge, which can be measured and presented graphically by Rasch model.