Adolfo Francesco de Oliveira Colares

This paper presents a qualitative evaluation of an experiment involving the application of active methodologies to the teaching of Software Process Improvement (SPI). Recognizing that many academic courses cover SPI theoretically but inadequately prepare students for real-world challenges in the software industry, this work proposes the application and qualitative evaluation of a curriculum structured around active methodologies. The study is grounded in widely recognized models, such as the Capability Maturity Model Integration (CMMI) and the Brazilian Software Process Improvement Reference Model (MR-MPS-SW). The methodology used involved three main stages: mapping the essential SPI knowledge assets, conducting expert interviews, and peer review to validate the developed materials. An experiment was conducted with two groups of students to compare traditional teaching approaches with the proposed active methodologies. The qualitative results showed an expected improved performance in the experimental group, highlighting an improved ability to apply concepts in practice. Despite limitations such as the absence of subsequent evaluations in real professional settings and the requirement for continuous content updates, the study suggests that adopting active methodologies can effectively develop practical competencies that are crucial for future professionals.

In organizations that are seeking a high degree of maturity, it is necessary to achieve a statistical control of software processes and to know their behavior and operational performance. The approach adopted for the research involves reading articles and experience performance reports, practical cases, discussion, the use of games and simulators, practical projects, and reflection by students on the knowledge learned and activities carried out. The evaluation was conducted with undergraduates enrolled in a Computer Science Bachelor's degree programme, who were divided into a control group and an experimental group. At the end, the two groups carried out a practical project to evaluate the learning effectiveness reached by the students. The results of the study suggest that there was a difference in the effectiveness of the learning resulting from the teaching approach and traditional instruction. The authors observed a mean gain of 30.06% in the experimental group, which is evidence of this rise in the learning effectiveness.