Context: The problem of teaching research skills to masters students. In particular, improving their literature reviews, assessing them and providing good feedback. Objectives: To introduce systematic reviews and evidence-based software engineering (EBSE) guidance into our teaching, provide an experience report and empirical data, and investigate the results. Methods: A systematic review requirement was introduced into the students’ assessed work. The format of the assessment brief (also provided in this paper) was influenced by previous research on EBSE work with students. Qualitative and quantitative data was generated, and statistical analysis investigated the students’ performance across the different elements of the systematic review. Results: Most students could do a systematic review and more useful feedback could be given. The assessment brief deviated from the normal EBSE guidelines in order to address previous difficulties. This modification was successful. Differences were found in student marks for different elements of the systematic reviews, with a large effect size for differing scores between ‘search’ and ‘criteria’, and ‘search’ and ‘evaluation’.
Content
Author and article information
Contributors
Briony J Oates
Graham Capper
Conference
Publication date:
April
2009
Publication date
(Print):
April
2009
Pages: 1-9
Affiliations
[0001]School of Computing, University of Teesside, Middlesbrough, TS1 3BA, UK