Performance of Sophomore Information Technology Students in Assembly Language Subject Based on Different Teaching Methods

The ability to understand and implement the programming language is an important skill for the students to acquire. With so many universities in the country offering computer-related courses, both private and state university, there is a need to assess the performance of the students towards their programming subjects in order to produce outstanding graduates. The primary focus of this study was to determine the academic performance of the students using two sets of teaching methods: (1) traditional learning approach, collaborative learning and peer-assisted learning for midterm (2) traditional learning approach and problem-based learning for final term. A sample of 115 Bachelor of Science in Information Technology sophomore students taking up Computer Organization and Assembly Language was used for the study. Assessment results which came from quizzes, activities and examinations were systematically gathered and analyzed. Using T test with assumed equal variances, result showed that there was a difference of 2.052 in the performance in midterm and finals, and this difference was significant based on the p value which is less than 05. Findings indicated that the set of teaching method focused on group learning helped the students more in achieving higher performance rate than the traditional and individual learning. This study recommends that professors/instructors must be encouraged to use teaching methods with more student collaboration and group learning that require the students think outside the box to help them achieve better academic performance.