WIP: Comparative Analysis of Instructional Methods Based on Competences

Computing and engineering educators often adopt various instructional methods, e.g., flipped classroom and project-based learning, to facilitate the teaching and learning process. Extant literature has analyzed the benefits and demerits of these instructional methods. Moreover, there are considerable amount of literature that have proposed a set of professional competences required by employers in engineering and computing professions. Currently, there is paucity studies that have investigated the instructional methods that best support the delivery and acquisition of core professional competences by instructors and students respectively. This creates a gap in literature and leave some research questions unanswered. For instance, which instructional methods best support instructors to deliver professional competences such as problem solving, teamwork and critical thinking? On the other hand, which instructional methods best enable students to acquire professional competences? The aim of this on-going research is to report the progress we have made in our attempt to close this gap, answer this research question, and thus contribute to knowledge. Accordingly, we present a set of instructional methods and professional competences in computing and engineering as identified from extensive literature. Secondly, we discuss the Randomized Block Factorial Design (RBF) which we intend to use for validating our hypothesis. We also, presented our hypothesis and research question. Finally, we discuss our data collection strategy, research instrument and its validation. We intend to perform a rigorous data analysis and report the complete research in our future.