An Empirical Survey of Students’ and Professors’ Perspectives on Computer Science University Teaching

This paper presents a study which examines the pedagogical-interactional dimensions in computer science education at universities of applied sciences, focusing on the expectations and perceptions of students and professors. Data were collected using a modified version of the Learning Culture Inventory (LCI) questionnaire and analyzed both descriptively and inferentially.The descriptive statistics reveal differences in the mean values between the ideal and real states of educational conditions as perceived by students and professors. Inferential statistical analyses using t-tests identified significant differences between the perceptions of the two groups. The effect size Cohen’s d was also calculated to determine the strength of the existing difference. The analyses show that there are significant differences in many dimensions of the LCI between the perspectives of students and professors. These differences are often associated with high effect sizes. The results therefore indicate that the students' expectations and perceptions deviate (considerably) from the professors’ perspectives.