The software industry is not satisfied with the preparation level of newly graduated professionals in Computing undergraduate courses. There is a predominance of traditional approaches to the Software Engineering (SE) teaching which proved to be inefficient, because they focus on the content from the professor´s viewpoint. This research aims to investigate if the use of student-focused approaches in the SE teaching can develop more technical competencies to apply in industry than when traditional approaches are applied. For this, an iterative model has been defined to integrate the main student-focused approaches and a controlled experiment was carried out in four undergraduate courses. The data were collected from structured interviews with students and analyzed using ANOVA. The results showed no significant statistical difference between student-focused and traditional teaching approaches in the development of SE competencies. However, these results were impacted by the motivation and commitment of the experiment students.
The contents taught in the programming subjects have a great relevance in the formation of computing students. However, these subjects are characterized by high failure rates, as they require logical reasoning and mathematical knowledge. Thus, establishing knowledge through the subject of algorithms can help students to overcome these difficulties and absorb the contents and skills required. Thus, this work aims to present and discuss the results of a second experiment on the application of a teaching plan composed of several active methodologies (Virtual Learning Environments, Coding Dojo, Gamification, Problem-Based Learning, Flipped Classroom and Serious Games) in an algorithms subject. Based on this experiment, it was evaluated whether there were learning gains compared to the learning acquired with the traditional method. Finally, an analysis was performed using the two-tailed Student-t approach, used for independent samples, which presented statistically significant results.