Nominal Group Technique for Identifying Challenges in Data Measurement Within Fundamental of Computer Science Curriculum

Selamat. S.S.m and Adnan. N.h
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Selamat. S.S.m: National University of Malaysia
Adnan. N.h: National University of Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 2676-2685

Abstract: The fast progress of Information Technology (IT) requires modifications to educational methods, particularly in secondary education where Science, Technology, English and Mathematics (STEM) subjects are taught. The implementation of STEM approaches that requires hands-on and critical thinking leads to the necessity of improving innovative technology especially in the Fundamentals of Computer Science course. However, few studies have focused the issues arising that may lead to the inability to convey data measurement concepts effectively within the curriculum and classroom setting. To discover the issues and challenges, a Nominal Group Technique was utilised to uncover the key issues related to data measurements. Five experts that have educational backgrounds related to the subject was chosen to gather information and views about the arising issue and findings discovered 11 key issues. After conducting online sessions with five experts in Computer Science Education, we identified many significant obstacles. These concerns include struggles with applying formulas for file sizes, difficulty with unit conversions, and the necessity for more effective visual aids. The findings also indicated lack of interactive learning materials that aligns with the current Fundamental of Computer Science curriculum, therefore limiting the resources at hand needed to convey information effectively and in an engaging way. This study highlights the need for developing a better learning material and solution to make complex concepts easier to understand. With the findings at hand, future research can investigate and develop more effective and interactive applications that are in line with the curriculum and new digital era.

Date: 2024
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