Prior computing knowledge is not a pre-requisite for enrolling in many computing undergraduate courses at many universities. It is said that the difficulty of learning computer programming lies only with the logical thinking of the student, not because they did not have prior computing knowledge.
Universities all around the world are putting tremendous effort to encourage and support students to acquire basic computing skills and computer programming skills. Therefore in this paper, an analysis of all undergraduate computing courses offered in 2015 by two main Mauritian universities, the University of Technology (UTM) and University of Mauritius (UOM) is carried out.
This analysis includes two phases: the first one allows us to identify all computing courses which do not require prior computing knowledge at A-Level to enroll in these courses. The second phase will help us to identify the computing courses which are teaching computer programming. From the two analysis we will be able to understand the number of computing courses not requiring computing at A level but will give non -computing A-level students the chance to learn computer programming at tertiary level.
Table of Contents
- 1. Introduction
- 2. Background Study
- 3. Methodology
- 4. Results
- 4.1 Pre-requisite A-Level Subject
Objectives and Key Themes
The main objective of this paper is to analyze undergraduate computing courses offered in 2015 by the University of Technology (UTM) and the University of Mauritius (UOM) to determine the prerequisites and the inclusion of computer programming. The analysis aims to understand how many computing courses do not require prior computing knowledge at the A-Level but still offer computer programming to students without prior computing experience.
- Access to Computing Education for Non-Computing Students
- The Role of Universities in Developing ICT Skills
- The Importance of Computer Programming in a Digital World
- Analysis of Prerequisite Requirements for Computing Courses
- Contribution of Mauritian Universities to the ICT Sector
Chapter Summaries
1. Introduction: This chapter sets the stage by highlighting the global shift towards a digital world and the increasing need for computer literacy. It emphasizes the challenges faced by developing countries like Mauritius in achieving digital transformation and mentions various initiatives undertaken by the Mauritian government, such as Mauritius Vision 2030, to promote ICT development. The chapter also underscores the importance of teaching computer programming skills, even to those not pursuing IT careers, and explains how universities are integrating computing into their curricula to meet job market demands. The chapter concludes by stating the two analyses undertaken in this research: to see the effort that the universities are making to encourage students to learn computing and also the effort made to teach computer programming.
2. Background Study: This chapter explores the global context of computer education, highlighting the cost-effectiveness of computer-aided learning and the role of the internet in expanding access to knowledge. It provides examples from countries like Bavaria (Germany), Nigeria, and Pakistan, showcasing varying approaches and challenges in integrating computer science into education. The chapter stresses the importance of computer literacy across diverse fields, including non-computing disciplines and scientific research, and emphasizes the increasing demand for computer skills in the job market and even in graduation requirements. It also examines the support provided by organizations like UNESCO in promoting computer education in African countries, including Mauritius.
3. Methodology: This chapter details the quantitative research methodology employed in the study. It describes a two-part analysis focused on the prerequisite A-level subjects for undergraduate computing courses at UTM and UOM, as well as the identification of courses teaching computer programming. The data collection method involves examining course structure documents from the universities' websites. The chapter explains how this data will be presented in tables, pie charts, and mathematical subsets to provide a quantitative analysis of the data obtained.
4. Results: This chapter presents the findings of the quantitative analysis of undergraduate computing courses at UTM and UOM. It begins by detailing the A-level prerequisites for fifteen computing courses offered by these universities in 2015, showing the variety of requirements including mathematics, science, and computing subjects, or combinations thereof. The chapter then provides a graphical representation of this data using pie charts, illustrating the proportion of courses with various prerequisite combinations. A key finding is highlighted: computing at the A-level is optional for a significant majority of the computing courses.
Keywords
Computing, Information and Communication Technologies (ICT), Information Technology (IT), computer programming, digital literacy, A-level prerequisites, higher education, Mauritius, University of Technology Mauritius (UTM), University of Mauritius (UOM), quantitative analysis.
Frequently Asked Questions: Analysis of Undergraduate Computing Courses in Mauritius
What is the main objective of this research paper?
The paper analyzes undergraduate computing courses offered in 2015 by the University of Technology Mauritius (UTM) and the University of Mauritius (UOM). It aims to determine the prerequisite requirements for these courses and assess the inclusion of computer programming, particularly for students without prior computing experience at the A-Level.
What are the key themes explored in the paper?
Key themes include access to computing education for non-computing students, the role of universities in developing ICT skills, the importance of computer programming in a digital world, analysis of prerequisite requirements for computing courses, and the contribution of Mauritian universities to the ICT sector.
What methodology was used in this research?
The research employed a quantitative methodology. It involved a two-part analysis: examining the prerequisite A-Level subjects for undergraduate computing courses and identifying courses that teach computer programming. Data was collected from course structure documents on the universities' websites and presented using tables and charts.
What are the key findings regarding A-Level prerequisites for computing courses?
The analysis of fifteen computing courses revealed a variety of prerequisite requirements, including mathematics, science, and computing subjects, or combinations thereof. A significant majority of the computing courses did not require computing at the A-Level as a prerequisite.
What is the significance of the finding that many computing courses don't require prior computing knowledge at A-Level?
This finding highlights the efforts of Mauritian universities to make computing education accessible to students from diverse backgrounds, even those without prior computing experience. It suggests an attempt to broaden participation in computing fields.
What chapters are included in the research paper?
The paper includes an introduction, a background study, a methodology chapter, a results chapter, and a conclusion (implied, as chapter summaries are provided).
What is covered in the introduction chapter?
The introduction highlights the global shift towards a digital world and the increasing need for computer literacy. It discusses challenges faced by developing countries like Mauritius in achieving digital transformation and mentions government initiatives to promote ICT development. The chapter also underscores the importance of teaching computer programming and how universities are integrating computing into their curricula.
What is covered in the background study chapter?
This chapter explores the global context of computer education, highlighting cost-effectiveness of computer-aided learning and the internet's role in expanding access to knowledge. It provides examples from other countries and stresses the importance of computer literacy across diverse fields. The chapter also examines support provided by organizations like UNESCO.
What is covered in the results chapter?
This chapter presents the findings of the quantitative analysis, detailing the A-level prerequisites for the fifteen computing courses. It provides a graphical representation of this data using pie charts, illustrating the proportion of courses with various prerequisite combinations. A key finding is that A-level computing is optional for a significant majority of the courses.
What keywords are associated with this research?
Keywords include Computing, Information and Communication Technologies (ICT), Information Technology (IT), computer programming, digital literacy, A-level prerequisites, higher education, Mauritius, University of Technology Mauritius (UTM), University of Mauritius (UOM), and quantitative analysis.
- Quote paper
- Yeeshtdevisingh Hosanee (Author), 2016, Is prior knowledge necessary for undergraduate computing courses? A study of courses offered by Mauritian universities, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/322550
