Memorization to Categorization: Improving Students' Comprehension of SDLC Models

Authors

  • K. Gomathi Department of CSE(DS), KG Reddy College of Engineering and Technology
  • Gudapati Lakshmi Bhavani Department of ECE, KG Reddy College of Engineering and Technology
  • Khamruddin Syed Department of CSE(AIML), KG Reddy College of Engineering and Technology

DOI:

https://doi.org/10.16920/jeet/2026/v39is2/26076

Keywords:

Cognitive Load Theory; Categorization; Concept mapping; Gamification; Software Engineering

Abstract

Sophomore-level students of engineering institutions of computer science engineering often face challenges in differentiating software development models due to the overlap between them, which leads to difficulties in recalling and categorizing. The effectiveness of pedagogical interventions for improving the conceptual understanding of Software Development lifecycle models is investigated in the study. A total of one hundred and twenty students were divided into experiment and control groups with varied instructions, which incorporated concept maps, comparative case exercises, and gamified learning activities. A pre- and post-test design was administered, and the data were analyzed using a paired t-test and an independent t-test. The post-test analysis shows significant improvement in the experimental group of students (M=78.4, SD = 5.9) compared to the control group (M=61.2, SD=7.4; t(118) = 13.27, p < 0.001). A one-way ANOVA confirmed a strong effect of instructional approach on performance, F(1,118) = 176.2, p < 0.001, and the intervention showed a significant effect (Cohen's d=0.92). Overall, this structured activity mentioned in the study improved students' ability to differentiate and categorize software development logic models, indicating the results, which are both practically and statistically meaningful.

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Published

2026-01-30

How to Cite

Gomathi, K., Bhavani, G. L., & Syed, K. (2026). Memorization to Categorization: Improving Students’ Comprehension of SDLC Models. Journal of Engineering Education Transformations, 39(Special Issue 2), 641–645. https://doi.org/10.16920/jeet/2026/v39is2/26076

Issue

Volume 39, Special Issue 2, January 2026

Section

Articles
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Scopus
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Europe PMC

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