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Assessing version control system skill gaps in undergraduate IT education: A needs assessment of academic and industry stakeholder perspective
(2025-01-01)
Kulchan, Supeeti
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Pimdee, Paitoon
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Sukkamart, Aukkapong
This study presents a needs assessment evaluating undergraduate Information Technology (IT) students' Version Control System (VCS) competencies based on perspectives from IT instructors and IT entrepreneurs in Thailand. Using a structured questionnaire, data were collected from 49 stakeholders assessing both actual and desired skill levels across seven core VCS competencies. Paired-sample t-tests revealed statistically significant differences between actual and desired competencies for all skill factors (p <.01), underscoring considerable gaps. The highest Priority Needs Index (PNImodified) values were observed in writing effective commit messages, detecting and resolving errors, and tracking change history. Notably, instructors perceived more significant skill gaps than entrepreneurs, highlighting a need for improved curriculum alignment. The findings emphasize the urgency of enhancing higher-order VCS skills critical for agile and DevOps workflows. This study lays the groundwork for developing a new training curriculum integrating blended learning, problem-based learning (PBL), and generative AI tools to address these gaps and better prepare students for professional software development environments.
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Developing Student Creative Problem-Solving Skills (CPSS) Using Online Digital Storytelling: A Training Course Development Method
(2022-01-01)
Khamcharoen, Nipaporn
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Kantathanawat, Thiyaporn
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Sukkamart, Aukkapong
This study set out to research and evaluate the needs in developing creative problem-solving skills (CPSS) of undergraduate students through developing and evaluating a digital storytelling process using Padlet. The sampling process used simple random sampling to select 332 teachers from 83 schools in Bangkok. The data was collected using a needs assessment questionnaire, training course questionnaire, and satisfaction questionnaire. Descriptive statistics used for the analysis included frequency, percentage, mean (x̄ ), and standard deviation (SD). The data collected were mean scores of expert validity testing and student inter-rater reliability testing. The assessment evaluated student satisfaction toward the CPSS training course using 30 students in the Computer Education Program at Dhonburi Rajabhat University's Faculty of Education in Thailand. The findings revealed that of the four aspects identified for developing undergraduate CPSS, elaboration was at the top of the priority of needs (PNI<inf>Modified</inf> = 0.20). This was followed by originality and flexibility (PNI<inf>Modified</inf> = 0.19). Finally, was fluency (PNI<inf>Modified</inf> = 0.18). Also, analysis of the prospective condition was ranked ‘high’ across all four aspects with an average of x̄= 4.38 SD = 0.06. Further analysis of the real condition showed that all four aspects had an average of x̄= 3.67, SD = 0.06. The study contributes to the literature in that it demonstrated that correctly developed and implemented undergraduate student CPSS can increase significantly. This fact is critical in knowing as a nation’s future depends on its workforce and leaders having CPSS

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