# Integrating Rapid Application Development Courses into Higher Education Curricula
## 5 Discussion  
The results presented in this study help to answer the research questions. In order to answer the first research question (_1_) _How do the developed modules fit and integrate into existing university study programs?_, a methodology with three different integration strategies has been suggested and presented in Figure 4. The developed modules introduce new skills and can be easily integrated into existing courses at different universities with various modularity of courses. The proposed methodology is quite flexible and provides choices for the implementation of modules based on how much effort the university wants to spend on improving the study programs. While the developed modules were included as part of bigger courses in this study, universities can choose to create entirely new courses based on the developed Module 1 and Module 2. Consequently, the proposed methodology helps to improve existing study programs and add digitalization to the universities. The answer to the second research question, i.e., (_2_) _Were the modules effective in providing students with knowledge and skills in database and RAD?_, is based on the conducted [PERSON]'s model Level 2: Learning Survey consisting of the pre-test and post-test. The results of the paired sample t-test for Module 1 (t(79) = \(-\)3.7964, \(p\leq\) 0.01) and Module 2 (t(77) = \(-\)2.8808, \(p\leq\) 0.01) showed a statistically significant difference in the students' knowledge before and after attending these modules. Also, the increase in knowledge is grounded by the large effect size for Module 1 (0.838) and the intermediate effect size for Module 2 (0.634) that both corresponds to zone of desired effect. Therefore, the conclusion that _the modules are effective in providing students with knowledge and skills in database and RAD_ can be drawn, although this effectiveness depends on the topic taught. From Figure 11, it can be seen that the knowledge improvement is smaller in some topics and bigger in others. Also, it should be noted that this effectiveness and learning outcome depends strongly on factors such as: (1) the student's motivation to learn, (2) methods used for teaching and (3) the teacher's character traits. These factors are intertwined together and closely depend on each other. It is confirmed in [63] that teaching quality significantly influences  
\begin{table}
\begin{tabular}{c c c} \hline \hline
**Attributes** & **Module 1 Values** & **Module 2 Values** \\ \hline Variance for pre-test & 1.68 & 1.54 \\ Variance for post-test & 2.27 & 1.50 \\ Mean for pre-test & 6.05 & 6.78 \\ Mean for post-test & 7.23 & 7.56 \\ DF & 79 & 77 \\ t Stat & \(-\)3.7964 & \(-\)2.8808 \\ P(T \(\leq\) t) two-tail & 0.00029 & 0.  
the students' satisfaction because students appreciate a lecturer's presentation style more than content itself. Teaching quality, as shown in [26], together with a good student-teacher relationship, affects students' satisfaction. Satisfaction with the teacher impacts satisfaction with the course and motivation to achieve high learning outcomes [31]. In any case, better knowledge improvement should be pursued in the future by supplementing the developed courses with the newest teaching methods, such as Flipped Classroom [64; 65; 66], Gamification and Simulation [67; 68; 69], etc., which encourage and motivate students to learn and increase digitalization of the developed courses. Furthermore, it was noticed that the questions in the pre-test and post-test should be revised and improved. The current questions were taken from Oracle Academy materials and approved by the partners of the project mentioned in the introduction, since they were suitable for the project purposes. Nevertheless, the analysis of the pre-test and post-test results show that in the future, the question bank should be augmented with new questions to have a bigger coverage of topics. As the number of questions increases, it will be necessary to consider whether the tests are too long for the number of credits in the module.