OBE-Oriented Reform of Java Programming Course in Higher Education: A Case Study Integrating PBL and Project-Driven Teaching Model
Jie Wu
School of Computer and Software Engineering, University of Science and Technology Liaoning, Anshan, 114051, China.
Chi Ma *
School of Computer Science and Engineering, Huizhou University, Huizhou, 516007, China.
*Author to whom correspondence should be addressed.
Abstract
Background: Traditional Java Programming courses in higher education often suffer from fragmented knowledge delivery and poor alignment with industry demands. Although Outcome-Based Education (OBE) provides a student-centred framework based on backward design, effective implementation strategies for programming courses remain insufficiently explored. This study developed and evaluated a systematic teaching reform model that integrates OBE with Problem-Based Learning (PBL) and project-driven teaching, using a Java Programming course in a software engineering programme as a case study.
Methods: A quasi-experimental pre-test–post-test design with a historical control group (115 students) and a reform group (120 students) was conducted in a 48-hour Java Programming course at the University of Science and Technology Liaoning during 2025–2026. The OBE-based intervention mapped course objectives into knowledge, ability, and literacy dimensions, restructured content into four progressive modules, and adopted PBL and project-driven teaching with diversified assessment (60% process, 40% summative). A mixed-methods evaluation combined questionnaires, examination scores, and thematic analysis of open-ended responses.
Results: Students in the reform group achieved significantly higher examination scores than those in the historical control group (M = 82.4 vs. 74.6, p < 0.001). A five-point Likert-scale questionnaire indicated substantial improvements in self-assessed programming ability (from 2.8 to 4.1), problem-solving ability (from 2.5 to 3.9), and overall course satisfaction (4.4/5). The diversified assessment system yielded an overall OBE attainment rate of 84.8%, surpassing the 75% professional accreditation benchmark.
Conclusion: The integration of OBE with PBL and project-driven teaching offers an effective pathway for reforming programming courses. This model significantly enhanced students' programming competence, problem-solving ability, and course satisfaction, providing a valuable reference framework for engineering education reform in alignment with accreditation standards.
Keywords: Outcome-based education, problem-based learning, project-driven teaching, Java programming, curriculum reform, software engineering education, programming competence, problem-solving ability, diversified assessment, higher education