Abstract:

Currently, education has undergone a significant transformation towards methods that emphasize student participation in the learning process. In the field of education, Project Based Learning (PBL) stands out as a pedagogical strategy that prioritizes the practical application of theoretical knowledge, especially in disciplines such as engineering and programming. This methodology ensures a deep understanding and effective application of concepts through the completion of concrete projects, keeping students motivated as they see how their efforts directly contribute to solving real problems. In courses such as Data Structures and Algorithms, PBL merges theory and practice through projects that address practical challenges, such as optimizing algorithms and implementing efficient data structures. In this work, we share the experience developed in the Data Structure and Algorithms course in the 2023-1 semester of the Systems Engineering program of the National University of San Agustín de Arequipa, where PBL was applied in specific units, a decision based on the low prior understanding and academic performance associated with the abstract nature of the course. Likewise, it was considered to use and adapt the principles of the Scrum methodology to organize the projects in short and focused iterations, where students worked in teams, established clear objectives for each iteration and regular reviews were carried out to evaluate progress and adjust accordingly.

This adaptation was developed in the following stages:
a) Definition of the project, where the main characteristics and minimum requirements were identified;
b) Team building, ensuring an appropriate combination of skills and roles;
c) Sprint planning, setting specific goals and requirements, breaking down features into smaller tasks and assigning them, providing material and establishing a time frame;
d) Iterative Development, with teams working on assigned tasks, using agile methodologies and Scrum practices, with follow-up sessions for adjustments;
e) Reviews and retrospectives, with demonstration of developed characteristics and teacher feedback, followed by reflections on lessons learned;
f) Later Iterations, repeating the process for each subsequent sprint, working on more advanced features as the project progresses;
g) Delivery and Final Evaluation, culminating with the delivery of the developed system and the evaluation of the students' work both in terms of the functionality of the system and their understanding and application of concepts related to the course.

This approach allowed students to actively learn while working on a meaningful and practical project, applying the theoretical concepts of data structures and algorithms in a realistic software development environment. The results obtained after the experience were encouraging, showing an increase in the percentage of achievement of the competencies achieved by the students in the course from approximately 65% to 78%, which indicates significant progress in learning the topics addressed. in the experience, which in turn resulted in a decrease in the disapproval rate from 45% to 30%.

Keywords:

Project-based learning, programming, data structures, algorithms, scrum, active learning methodologies.