The success of software project depends on how well it fits the needs of its user and its environment. This research strongly believes that future Requirement Engineering (RE) engineers should have the necessary generic skills in order to improve the quality of producing Software Requirement Specification.
The software industry claims that the software engineering graduates are not able to meet their requirements for employability. Thus, confronting the problems right from the Higher Learning Education level that lead to this disparity will save the software industry the cost of sending new employees for additional training.
The objectives of this research are to develop new learning environment model that can be implemented in RE education; construct a prototype namely Electronic Learning Software Engineering System (ELINS) that allows the industry, educators and Software Engineering (SE) undergraduate students to actively communicate and collaborate; and measure the effectiveness of the proposed learning model in teaching RE and enhancing the generic skills of SE undergraduates.
This research comprises of pilot and main study to gather the requirement from experience of software industry personnel before evaluating the students after they involve in experimental test. The interview findings from the pilot study provided inputs which guide this research to develop the actual questionnaire for the main study. The study discusses the factors, causes, expected attributes, and importance of allowing undergraduates to improve their generic skills through actual hands-on participation. Rasch Measurement Model’s software, WinStep, is used to analyze the raw data. In experimental test, students are provided with opportunities to practise how to deliver the SRS by doing several case studies from the software industry. The analysis and results have shown a positive improvement of the generic skills among the students who were involved in the Requirement Engineering Project Based-Learning (RE PjBL) model environment compared to those who were taught the course by traditional methods with minimal cost. The results conclude that the RE PjBL which are facilitated by ELINS can enhance student’s knowledge, skills and attitude effectively.
Table of Contents
1. INTRODUCTION
1.1 Overview
1.2 Background of the Problem
1.3 Problem Statement
1.4 Research Questions
1.5 Objectives of this Research
1.6 Scope
1.7 Importance of Research
1.8 Contribution
1.9 Structure of Thesis
1.10 Conclusion
2. LITERATURE REVIEW
2.1 Introduction
2.2 The Importance of Requirements Engineering
2.2.1 Requirements Engineering Definition
2.2.1.1 The Activities in Requirements Engineering (RE)
2.2.2 The Issue Arose in Requirements Engineering (RE)
2.2.3 Requirements Engineering Practice in the Software Industry
2.2.3.1 Skill Demand in the Software Industry, Malaysia
2.2.3.2 Issues in the Software Development Project in Software Industry
2.2.3.3 Synthesis of Skill Demand in the Software Industry
2.3 Software Engineering Education
2.3.1 Components in Software Engineering Education
2.3.2 Challenges in Software Engineering Education
2.3.3 Software Engineering Education Practice in Malaysia
2.3.4 Synthesis of Software Engineering Education
2.4 Requirements Engineering Education
2.4.1 Requirements Engineering Education Technique
2.5 Learning Method
2.5.1 The Issues in the Traditional Learning Method
2.5.2 The Experiential Method using Project-Based Learning
2.5.3 Comparative Study on Previous Work using RE PjBL
2.5.4 Characteristics of e-Learning
2.5.5 Propose RE PjBL Method to Teach Requirements Engineering Education
2.5.5.1 Techniques used in RE PjBL
2.5.5.2 Technology Used in System Development to Support RE PjBL
2.6 Conclusion
3. RESEARCH METHODOLOGY
3.1 Introduction
3.2 Evolution of Research Methodology to Propose Solution for RE PjBL
3.3 Research Structure
3.4 Data Analysis Using Survey
3.4.1 The Conceptualization of Domain in the Survey’s Questionnaire
3.4.2 The Relationship between Reliability and Validity
3.4.2.1 Reliability of the Quantitative Instrument
3.4.2.2 Validity
3.4.3 Rasch Measurement Model Uses Winstep for the Quantitative Analysis
3.4.3.1 The Step in the Rasch Model Analysis
3.4.3.2 The Rasch Formula
3.5 Data Analysis Using Interview
3.5.1 Semi-structured Interview
3.5.2 Nvivo 8 for the Qualitative Analysis
3.6 Strategy for Pilot Study, Main Study and Experimental Design Approach
3.6.1 The Quantitative and Qualitative Analysis for Pilot Study
3.6.2 The Quantitative Analysis for the Main study
3.6.2.1 Requirements Engineering Project-Based Learning Model Development
3.6.2.2 Prototyping for Electronic Learning Software Engineering (ELINS) Development
3.6.2.3 Case Study
3.6.2.4 Effectiveness Identification for Student Evaluation
3.7 Sample Population
3.7.1 Sampling Technique
3.8 Conclusion
4. DEVELOPMENT OF REQUIREMENTS ENGINEERING PROJECT BASED LEARNING (RE PJBL) ATTRIBUTES
4.1 Introduction
4.2 Sampling Unit
4.2.1 Population
4.2.1.1 Population Constraints
4.2.2 Duration
4.2.3 Synthesis of the Sampling Unit
4.3 Qualitative Research Data: Semi-structured Interview Results and Analysis
4.3.1 The Process Taken in the Qualitative Results and Analysis
4.3.2 Presenting the Results of the Qualitative Result: Cognitive Mapping
4.3.3 The Development of the Questionnaire: Triangulation with the Qualitative Results
4.3.3.1 Scale
4.4 Identifying the Gaps between Practise and Learning: The Pilot Study Results and Analysis
4.4.1 Overview of the Demographic Background
4.4.2 Frequency Analysis: Items with Likert Scale
4.4.3 The Rasch Measurement Analysis
4.4.3.1 Examining the Consistency in Response Category Curves
4.4.3.2 Summary of Fit Statistics
4.4.3.3 Preliminary Rasch Analysis Using Winstep
4.5 Person-Item Map
4.5.1 Horizontal Item Analysis
4.5.2 Person Analysis
4.5.2.1 Vertical Discussion on Wright Map
4.6 Conclusion
5. REQUIREMENTS ENGINEERING PROJECT-BASED LEARNING (RE PJBL) MODEL
5.1 Introduction
5.2 Gap between Practice and Learning: The Quantitative Main Study Result
5.2.1 Preliminary Rasch Analysis: Fit Statistic
5.2.2 Probability of Response Result
5.2.3 Item Misfit
5.2.4 Person Misfit
5.3 Main Study Analysis after Cleaned Data Using the Rasch Measurement Model
5.4 Synthesis of Initial RE PjBL Model Development
5.5 Conclusion
6. ELECTRONIC LEARNING SOFTWARE ENGINEERING (ELINS) SYSTEM
6.1 Introduction
6.2 Initiation the RE PjBL Working Prototype
6.3 The ELINS Requirements Identification
6.4 The ELIN System Process Flow
6.5 The Architecture for ELINS Development
6.6 Class Diagram
6.7 Graphical User Interface (GUI)
6.7.1 Main Interface
6.7.2 Industry Personnel Functionality
6.7.3 Lecturer Functionality
6.7.4 Student Functionality
6.8 Conclusion
7. MEASURING THE EFFECTIVENESS OF REQUIREMENTS ENGINEERING PROJECT BASED-LEARNING
7.1 Introduction
7.2 Student’s Evaluation Process
7.2.1 Sampling Unit
7.2.2 Duration
7.3 Issue in Evaluation Process
7.3.1 SRS for Initial Case Study
7.3.2 SRS for Case Study I
7.3.3 SRS for Case Study II & III
7.3.4 SRS for Mini Project
7.4 Questionnaire Distribution
7.5 Result and Analysis of Evaluation: Rasch Measurement Analysis
7.5.1 Summary Statistic
7.5.2 Standardized Residual variance
7.5.3 Scale
7.5.4 Misfit Order
7.5.5 Wright Map Discussion
7.5.5.1 Comparison between the Wright-Map of Practitioner Suggestions and Student Ability
7.6 Overall Lessons Learned
7.7 Person Analysis
7.8 Conclusion
8. CONCLUSION AND FUTURE WORK
8.1 Introduction
8.2 Summary of the Research Process
8.3 Synthesis the Objectives of the Study
8.3.1 Objective 1
8.3.2 Objective 2
8.3.3 Objective 3
8.4 Conclusion from the Research
8.4.1 Research Contribution to the Society
8.5 Limitations of the Study
8.6 Conclusion and Future Work for Learning and Practise
8.6.1 Future Work for Short and Long Term Projection
Research Objectives and Core Themes
This research primarily aims to address the persistent gap between the skills taught in Higher Learning Education (HLE) and those demanded by the software industry, specifically within the field of Requirements Engineering (RE). By developing a new Project-Based Learning (RE PjBL) model facilitated by an Electronic Learning Software Engineering System (ELINS), the study seeks to enhance the generic skills, knowledge, and attitudes of Software Engineering undergraduates, thereby reducing the need for additional industry-based training.
- Development of an effective RE PjBL learning model for undergraduate education.
- Construction of the ELINS prototype to facilitate industry-academia collaboration and project tracking.
- Application of the Rasch Measurement Model to validate research instruments and measure student performance.
- Comparative analysis between traditional learning methods and the proposed RE PjBL approach.
- Investigation into industry-desired generic skills and their integration into software engineering curricula.
Excerpt from the Book
1.2 Background of the Problem
The software industry has identified that Requirements Engineering (RE) has the biggest impact on software development (Mauger et al., 2010). The importance of RE has been discussed by Thakurta (2013) that reflected about the problems of wrong guessing requirement. Woody (2008) mentioned that only few software developers have been educated as to how to elicit, analyze, document, and verify the quality of the requirements. Boehm (2006) implies that the engineers in the past did not practice to produce the standard Software Requirement Specification (SRS). The critical success factors of software system depend on how well it fits the needs of its user and its environment (Leonard, 2011).
Therefore, this research strongly believes that the future RE engineer should have the necessary generic skill that suggested by Curtin (2004) in order to improve the quality of producing the SRS. HLE should establish a more relevant platform to better educate people on the importance of RE. Though, there is a vast difference between the performance of software developers within the software industry and students in their final year at the university practice RE. In addition, the student will only experience to practice RE in their final year project without other experience or practice. Jiang, Eberlein and Far (2008) argues several challenges in addressing the RE techniques not suite for all projects type. The current trend in education reveals that just because students have a high Cumulative Grade Point Average (CGPA) does not guarantee that they have the right skills. This situation may imply that graduates leaving the university may need more experience and training before they are able to fully contribute (Regev, Gause & Wegmann, 2008) especially in RE.
Summary of Chapters
INTRODUCTION: This chapter establishes the research context by identifying the gap between HLE teaching and industry demands, and outlines the research objectives, scope, and thesis structure.
LITERATURE REVIEW: This chapter reviews the importance of Requirements Engineering (RE), current issues in the industry, and existing Software Engineering Education (SEE) practices, providing a foundation for the proposed RE PjBL model.
RESEARCH METHODOLOGY: This chapter details the mixed-method research design, including the use of survey and interview methods, and the application of the Rasch Measurement Model for data validation.
DEVELOPMENT OF REQUIREMENTS ENGINEERING PROJECT BASED LEARNING (RE PJBL) ATTRIBUTES: This chapter covers the development process of the RE PjBL attributes through pilot and main studies involving industry practitioners.
REQUIREMENTS ENGINEERING PROJECT-BASED LEARNING (RE PJBL) MODEL: This chapter presents the finalized RE PjBL model and discusses the quantitative results from the main study.
ELECTRONIC LEARNING SOFTWARE ENGINEERING (ELINS) SYSTEM: This chapter discusses the design, architecture, and functionality of the ELINS prototype created to facilitate the RE PjBL model.
MEASURING THE EFFECTIVENESS OF REQUIREMENTS ENGINEERING PROJECT BASED-LEARNING: This chapter evaluates the effectiveness of the proposed RE PjBL model through experimental design with undergraduate student cohorts.
CONCLUSION AND FUTURE WORK: This chapter synthesizes the research findings, summarizes the fulfillment of research objectives, and suggests directions for future study.
Keywords
Requirements Engineering, Software Engineering Education, Project-Based Learning, RE PjBL, Electronic Learning Software Engineering System, ELINS, Rasch Measurement Model, Employability, Generic Skills, Industry-Academia Collaboration, Software Requirement Specification, Educational Technology, Skill Gap, Higher Learning Education, Undergraduate Development.
Frequently Asked Questions
What is the fundamental issue this research addresses?
The research addresses the significant skill gap between what is currently taught in Software Engineering education and the specific requirements demanded by the software industry for new graduates.
What are the primary themes of this study?
The core themes include Requirements Engineering (RE) practices, Software Engineering Education (SEE), project-based learning methodologies, industry-academia collaboration, and the use of technology-supported learning environments.
What is the main objective or research question?
The primary objective is to develop and validate a new Requirements Engineering Project-Based Learning (RE PjBL) model and a supporting prototype system (ELINS) that enhances undergraduate students' generic skills and employability.
Which scientific methodology is utilized in this work?
The study employs a mixed-method approach, integrating qualitative interviews for exploratory input and quantitative surveys for validation. The Rasch Measurement Model is heavily used for statistical analysis to ensure data reliability and construct validity.
What does the main body of the work cover?
The main body covers the literature review of existing RE issues, the development of RE PjBL attributes via industrial surveys, the construction of the ELINS system, and the empirical testing of the model through experimental design with students.
Which keywords characterize this research?
Key terms include Requirements Engineering, Project-Based Learning, Software Engineering Education, Rasch Measurement Model, ELINS, and student employability.
How does the ELINS system support the RE PjBL model?
The ELINS system acts as a digital repository and collaboration platform that allows industry personnel to contribute case studies, enables lecturers to monitor student progress, and provides a structured environment for students to practice RE and produce Software Requirement Specifications (SRS).
What are the key findings regarding the effectiveness of the model?
The research concludes that the RE PjBL approach, facilitated by the ELINS platform, significantly enhances student knowledge, practical skills, and professional attitude compared to traditional learning methods.
- Citation du texte
- Nor Azliana Akmal Jamaludin (Auteur), 2014, Requirements Engineering Project-Based Learning Model Using the Electronic Learning Software Engineering System (ELINS), Munich, GRIN Verlag, https://www.grin.com/document/306096
