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Volume 1 | No. 2 | July – December 2017 

SJCMS | P-ISSN: 2520-0755 | E-ISSN: 2520-0755 | © 2017 Sukkur IBA University – All Rights Reserved 
31 

Reflections of Practical Implementation of the Academic 

Course Analysis and Design of Algorithms Taught in the 

Universities of Pakistan 
Faryal Shamsi1, Muhammad Irshad Nazeer1, Raheel Ahmed Memon1 

Abstract 
The Analysis and Design of Algorithm is considered as a compulsory course in the field 

of Computer Science. It increases the logical and problem-solving skills of the students and 

make their solutions efficient in terms of time and space.  These objectives can only be achieved 

if a student practically implements what he or she has studied throughout the course. But if the 

contents of this course are merely studied and rarely practiced, the actual goals of the course are 

not fulfilled. This article will explore the extent of practical implementation of the course of 

analysis and design of algorithm. Problems faced by the computer science community and major 

barriers in the field are also enumerated. Finally, some recommendations are made to overcome 

the obstacles in the practical implementation of analysis and design of algorithms.  

Keywords: Analysis and Design of Algorithms, Teaching and Practice, Analysis in Pakistan.

1. Introduction  
The core objective of this course is to 

introduce the tools and techniques for the 

problem solving and decision-making skills 

of a programmer. The question is, whether 

the objectives are practically achieved? 

How many people implement what is 

actually learned in the course? To answer 

these questions in appropriate way, a 

research was conducted. The contents of 

the research will be explored in further 

subsections. 

 Analysis and Design of Algorithms 
Algorithms are the basis for the solution of 

computational problems and identification 

of computational complexities [2]. The 

algorithm is defined [1] as the formal 

sequence of steps which converts an input 
into the output. We can say that the [2] 

analysis of algorithm is to evaluate the 

effectiveness of the algorithm and number 

of resources required to use implement it. 

 Core objectives of the field 
The field targets to reduce the overall cost 

of solving a problem, the cost both in terms 

                                                           
1 Department of Computer Science, Sukkur IBA University, Sukkur, Sindh, Pakistan 

Corresponding  email: faryal.mscs16@iba-suk.edu.pk 

of time and money. The course of Analysis 

and design of algorithms has the following 

objectives –  

 Estimates the running time of the 
algorithm 

 Estimates the storage space or memory 
capacity required  

 Reduces the number of resources 
required 

 Identifies different methods of solving 
the same problem 

 Determines the best solution for a 
computational problem 

 Why we analyse the algorithm 
today? 

With the advent of technology we have 

enough computational power and storage 

not only available but wasted in most of the 

cases. In such environment where abundant 

computational resources are available, one 

can take the importance of analysis and 

design of algorithm for granted.  

The literature [1] suggests that even if 

we consider that we have infinite resources 

available, which is not actually the case. 

mailto:faryal.mscs16@iba-suk.edu.pk


Faryal Shamsi (et al.) Practical Implementation of academic course Analysis and Design of Algorithms taught in the 

Universities Of Pakistan                                   (pp. 31 - 38) 

Sukkur IBA Journal of Computing and Mathematical Sciences - SJCMS | Volume 1 No. 2 July – December 2017 © Sukkur IBA University 

32 

Even then, we need to study this course and 

understand the importance of analysis of 

algorithms. The resources may be infinite 

but will never be free [1]. So, we still need 

to analyze to the algorithms to – 

 Identify the solution that generates the 
required output. 

 Look for the easiest solution and 
implement it 

 Ensure to comply with the software 
engineering standards.  

 Teaching Methodology for 
Analysis and Design of Algorithms 

Conventional teaching methodology was 

questioned in the research conducted by 

Xuemin Zhang in 2014 [3]. Some teaching 

reforms are suggested in literature to 

decrease the difficulty and increase the 

motivation of students [3]. A research based 

teaching methodology should be followed 

which can facilitate the learning 

environment by incorporating theory and 

practical. Combination of blackboard and 

multimedia is also prescribed by the study 

[3]. The course content comprises one-way 

communication most of the time and 

students are not able to interact and 

contribute in the classroom.  According to 

Zhang the multimedia support encourages 

student to be creative and innovative 

[3].margin in this template measures 

proportionately more than is customary. 

This measurement and others are deliberate, 

using specifications that anticipate your 

paper as one part of the entire proceedings, 

and not as an independent document. Please 

do not revise any of the current 

designations. 

2. Methodology 
This research is based on an online survey 

where 200 respondents with the 

background of computer science 

participated. 10 experts of the field were 

also interviewed. Some focused group 

discussion sessions were also conducted 

with some students of the course. The 

whole community of computer science 

could not be reached with the limited time 

and budget.  So, conveniently stratified 

sampling was done to divide the population 

in three strata – 

 Students 

 Teachers 

 Professionals 
The practical implementation of 

analysis of algorithm and its barriers cannot 

be quantified. For this purpose a scaling 

instrument was developed for 

quantification. To measure the extent of 

practical implementation of the course 

consensus based factor scaling was used. 

For making consensus a penal of ten 

experts of the field was developed. 

 Factors to be demonstarted 
Following factors were suggested by the 

experts, to be demonstrated, in regard to the 

practical implementation of analysis and 

design o algorithm – 

 Resource Management (CPU, RAM 
and so on.) 

 Attempting various techniques 

 Code Optimization 

 Improved Problem Solving 

 Improved Decision Making 

 Major Distractors 
To measure the major distraction from the 

analysis, following factors were suggested 

be analyzed, by the expert panel– 

 Mathematical Background 

 Personal Interest 

 Ability to relate with expressions 
with the realworld problems 

 Teaching Methodology 

3. Results 
200 respondents took part in an online 

survey. One hundred respondents were the 

students of 2 reputable institutes of Sukkur 

city. Forty were the teachers of same 

institutes. And 60 were the computer 

science professionals from the various 

organizations of Pakistan. The 

questionnaire was designed using the 

semantic differential factors scaling 



Faryal Shamsi (et al.) Practical Implementation of academic course Analysis and Design of Algorithms taught in the 

Universities Of Pakistan                                   (pp. 31 - 38) 

Sukkur IBA Journal of Computing and Mathematical Sciences - SJCMS | Volume 1 No. 2 July – December 2017 © Sukkur IBA University 

33 

technique. The factors of practical 

implementation of the course of analysis 

and design of algorithm were identified by 

consensus of a panel of 10 experts of the 

field. The questions, responses from 

Teachers, Students and Professionals are 

indicated in Table 1, 2 and 3 respectively. 

TABLE I.  Feedback from 40 Teachers 

S. 

no 

Questions and Responses 

Question Contents YES NO 

1 

Do you check the 

available resources of 

the system such as 

speed of the processor 

or capacity of RAM 

before programing? 

30 10 

2 

After solving a 

problem, do you try it 

again to find a better 

solution? 

15 25 

3 

Do you think that the 

course of analysis & 

design of algorithm 

has improved your 

decision -making 

skills? 

40 0 

4 

Do you think that the 

course of analysis & 

design of algorithm 

has improved your 

problem solving 

skills? 

32 8 

5 

Do you find the course 

of analysis and design 

of algorithms 

interesting? 

27 13 

6 

Do you have weak 

mathematical 

foundation? 

33 7 

7 

Do you find it difficult 

to relate the real world 

problems with 

mathematical 

expressions? 

9 31 

8 

Are you satisfied with 

the teaching 

methodology followed 

35 5 

S. 

no 

Questions and Responses 

Question Contents YES NO 

for the analysis & 

design of algorithms? 

TABLE II.  Feedback from 100 Students 

S. 

no 

Questions and Responses 

Question Contents YES NO 

1 

Do you check the 

available resources of 

the system such as 

speed of the processor 

or capacity of RAM 

before programing? 

8 92 

2 

After solving a 

problem, do you try it 

again to find a better 

solution? 

14 86 

3 

Do you think that the 

course of analysis & 

design of algorithm 

has improved your 

decision making 

skills? 

37 63 

4 

Do you think that the 

course of analysis & 

design of algorithm 

has improved your 

problem solving 

skills? 

56 44 

5 

Do you find the course 

of analysis and design 

of algorithms 

interesting? 

76 24 

6 

Do you have weak 

mathematical 

foundation? 

12 88 

7 

Do you find it difficult 

to relate the real world 

problems with 

mathematical 

expressions? 

78 22 

8 

Are you satisfied with 

the teaching 

methodology followed 

for the analysis & 

design of algorithms? 

90 10 



Faryal Shamsi (et al.) Practical Implementation of academic course Analysis and Design of Algorithms taught in the 

Universities Of Pakistan                                   (pp. 31 - 38) 

Sukkur IBA Journal of Computing and Mathematical Sciences - SJCMS | Volume 1 No. 2 July – December 2017 © Sukkur IBA University 

34 

TABLE III.  Feedback from 60 
Professionals 

S. 

no 

Questions and Responses 

Question Contents YES NO 

1 

Do you check the 

available resources of 

the system such as 

speed of the processor 

or capacity of RAM 

before programing? 

11 39 

2 

After solving a 

problem, do you try it 

again to find a better 

solution? 

23 27 

3 

Do you think that the 

course of analysis & 

design of algorithm 

has improved your 

decision making 

skills? 

35 25 

4 

Do you think that the 

course of analysis & 

design of algorithm 

has improved your 

problem solving 

skills? 

21 39 

5 

Do you find the course 

of analysis and design 

of algorithms 

interesting? 

41 19 

6 

Do you have weak 

mathematical 

foundation? 

36 24 

7 

Do you find it difficult 

to relate the real world 

problems with 

mathematical 

expressions? 

10 50 

8 

Are you satisfied with 

the teaching 

methodology followed 

for the analysis & 

design of algorithms? 

33 27 

To understand the trends of the 

feedback from the teachers, students and 

professionals, the responses are illustrated 

in the following figures along with the 

speculations that can be made. Each figure 

from 1 to 8 corresponds to the questions 

that were asked. 

 

 
Figure 1: Awareness of Resources 

Figure 1 illustrates the trend that 

almost all of the students and most of the 

professionals do not even check the 

available resources, although the teachers 

are mostly aware of the resources. 

 
Figure 2: Optimization Practice 

Figure 2 clearly indicates that 

most of the people do not try to optimize the 

solution. This problem is at its peak in case 

of students. Furthermore, the teachers and 

even the professionals do not practice the 

optimization of problems. 

0

20

40

60

80

100

Students Teachers Professionals

Yes No

0

20

40

60

80

100

Students Teachers Professionals

Yes No



Faryal Shamsi (et al.) Practical Implementation of academic course Analysis and Design of Algorithms taught in the 

Universities Of Pakistan                                   (pp. 31 - 38) 

Sukkur IBA Journal of Computing and Mathematical Sciences - SJCMS | Volume 1 No. 2 July – December 2017 © Sukkur IBA University 

35 

 
Figure 3 - Improved Decision Making 

Figure 3 shows that all of the 

teachers expressed that the course has made 

a significant improvement in the decision 

making. Many professionals but a small 

proportion of students consider that the 

course has made impact on the decision 

making skills. 

 
Figure 4 - Improved Problem Solving 

Figure 4 surprisingly indicates 

that most of the professionals think that the 

course of analysis and design of algorithms 

has no major impact on their problem-

solving skills. On the other hand, students 

and teacher were found to be optimistic 

about the impact of the course on their 

problem -solving skills. 

 

 
Figure 5 – Have interest in the course 

Figure 5 reveals the fact that lack 

of interest is not actually the core issue 

here. The majority of students, teachers and 

professionals responded that they find the 

course interesting. 

 

 
Figure 6 - Weakness in Mathematics 

Figure 6 removes the 

misconception that weak mathematical 

foundation is the barrier in the practical 

implementation of the course. A large 

number of students reported to have strong 

mathematics. 
 

0

10

20

30

40

50

60

70

Students Teachers Professionals

Yes No

0

10

20

30

40

50

60

Students Teachers Professionals

Yes No

0

10

20

30

40

50

60

70

80

Students Teachers Professionals

Yes No

0

20

40

60

80

100

Students Teachers Professionals

Yes No



Faryal Shamsi (et al.) Practical Implementation of academic course Analysis and Design of Algorithms taught in the 

Universities Of Pakistan                                   (pp. 31 - 38) 

Sukkur IBA Journal of Computing and Mathematical Sciences - SJCMS | Volume 1 No. 2 July – December 2017 © Sukkur IBA University 

36 

 
Figure 7 - Difficulty in relating 

mathematical expressions with real world 

problems 

 

Figure 7 diagnoses the first major 

distraction and barrier for students in the 

way of practical implementation of the 

course concepts.  This is the difficulty to 

relate the real world problems with the 

mathematical expressions. 
 

 
Figure 8 - Problematic Teaching 

Methodology 

Figure 8 points out a major barrier 

towards the practical implementation of 

analysis and design of algorithms reported 

by all the respondents – Students, Teachers 

and Professionals. That’s the Teaching 

Methodology. 

For further investigation, the score 

of individual with respect to practical 

implementation was calculated. The 

correlation of each distraction with the 

practical implementation was calculated. 

The values for mathematical background, 

interest in the course, difficulty in relating 

with expressions and teaching 

methodology were found to be -0.23, 0.03, 

0.51 and -0.67 respectively. 

The data clearly summarizes that 

the one major barrier in the practical 

implementation of the academic course of 

analysis and design of algorithms 

specifically in the Universities of Pakistan 

is the teaching methodology. Although the 

result suggest that, there is another barrier 

that is the difficulty in relating the 

mathematical statements to the real world 

analysis of algorithm issues. It can be 

assumed that the other barrier is also related 

to teaching methodology. It is the 

inappropriate teaching style that causes the 

students the stated problem. On the basis of 

this assumption it is necessary to 

investigate that if the teaching methodology 

a major barrier for all three populations – 

(i.e. Students, Teachers and professionals. 

For that purpose the Chi-Square test to 

homogeneity was applied to the results of 

the three populations. 

 

H0: Teaching Methodology is not a barrier 

to Students, Teachers and Professionals 

HA: Teaching Methodology is a barrier to 

Students, Teachers and Professionals 

  

P
o

p
u

la
ti

o
n

s 

Satisfied with  

Teaching Methodology 
Total 

 YES NO  

Students 90 10 100 

Teachers 35 5 40 

0

10

20

30

40

50

60

70

80

90

Students Teachers Professionals

Yes No

0

20

40

60

80

100

Students Teachers Professionals

Yes No



Faryal Shamsi (et al.) Practical Implementation of academic course Analysis and Design of Algorithms taught in the 

Universities Of Pakistan                                   (pp. 31 - 38) 

Sukkur IBA Journal of Computing and Mathematical Sciences - SJCMS | Volume 1 No. 2 July – December 2017 © Sukkur IBA University 

37 

Professionals 33 27 60 

Total 158 42 200 

 

By using the above contingency table, 

the degree of freedom is 2, and the 

estimated Chi-square value is 29.86793 

which is significant. The p-value 5.991 is 

much lower than the Chi-square value, so 

we can reject the null hypothesis and accept 

the alternative. This proves that the 

teaching methodology being used in the 

universities of Pakistan is not suitable for 

the course of analysis and design of 

algorithms and requireS some 

instantaneous reforms.  

4. Speculations 

 The results suggest that most of 

the people in the computer science 

community are not performing the 

analysis of algorithms. 

 It is obvious that most of the 

people do not even check the 

resources. But even considering 

the people who claim to check the 

resources, does not suggest that 

they manage the resources 

effectively, or even try to manage 

at all. 

 Limited number of people try to 

optimize the solution while the 

rest just fix the problem at any cost 

and forget it forever. 

 All the teachers believe that the 

course has made a significant 

impact on their overall potential in 

terms of decision making and 

problem solving skills. The impact 

on other respondents was found to 

be insignificant. 

 Lack of interest and poor 

mathematics is not the greatest 

barrier to analysis. Most of the 

respondents were found to have 

interest in the field as well as good 

mathematical skills but were not 

satisfied with the teaching 

methodology.   

 The major barrier to analysis and 
design of algorithm was proved to be 

the teaching methodology. Even if the 

students are unable to relate the 

mathematical expressions with real 

world analytical problems, it reflects 

the problematic teaching 

methodology.  

5. Recommendations 
 The analysis and design of algorithms 

must be taught as an advanced course. 

Most students study it in the initial 

phase of the computer science 

education, while this course demands 

a great deal of prior knowledge. For 

Example – 

 Major programing techniques 
and different languages. 

 Major Mathematical Course –  
 Calculus 
 Discrete Mathematics 
 Computational Maths 
 Probability Statistics  
 Inferential Statistics 
 Data Structures 
 Theory of Automata  

 Traditional teaching methodology is a 
major distraction. There must be 

some innovative techniques to 

maintain students’ interest and 

motivation. 

 The significance and importance of 
analysis should be communicated 

effectively and convincingly to retain 

the motivation level of the students. 

 Students must be provided with 
limited computational resources to 

encourage optimization. 

 Benchmarks must be used in the 
classroom to evaluate the 



Faryal Shamsi (et al.) Practical Implementation of academic course Analysis and Design of Algorithms taught in the 

Universities Of Pakistan                                   (pp. 31 - 38) 

Sukkur IBA Journal of Computing and Mathematical Sciences - SJCMS | Volume 1 No. 2 July – December 2017 © Sukkur IBA University 

38 

performance of different 

computational solutions 

 Simulators and graphical objects must 
be used connect the real world 

analytical problems with complicated 

mathematical expressions. 

 As the programing and computational 
techniques have evolved from linear 

programing to visual programing and 

automated application development. 

The analysis techniques must also 

evolve by use of artificial 

intelligence, quantum computation or 

Data Mining etc. 

6. Conclusion  
The purpose of the course of Analysis and 

Design of Algorithms is to equip the 

computer science community with the 

abilities of problem solving, resource 

management, code optimization. 

Unfortunately, it is contemplated that the 

essence of the curriculum is not extracted 

by the computer science community.  

After a thorough survey based 

study, it was scrutinized that course is 

studied compulsorily but applied rarely by 

the computer science community. The 

article proves the claim and pinpoints some 

barriers of analysis of algorithms. The 

recommendations in reforms required in the 

teaching methodology to overcome such 

barriers are also specified. 

ACKNOWLEDGMENT  
We are thankful to all the experts, 

professionals, our teachers and other 

teachers who supported us throughout the 

research and provided with their feedback 

and precious comments. 

REFERENCES 

[1] Thomas H. Cormen, Charles E. 

Leiserson, Ronald L. Rivest, Clifford 

Stein, “Introduction to Algorithms”, 

Massachusetts Institute of Technology, 

Cambridge, London, England. (2009) 

[2] https://en.wikipedia.org/wiki/Analysis_of_algor

ithms, Wiki Encyclopedia 

[3] Xuemin Zhang, Zenggang Xiong, 

Yaomin Ding, Guangwei Wang, 

Conghuan Ye, “Research-oriented 

teaching of Design and Analysis of 

Algorithm”, esearch-oriented teaching 

of Design and Analysis of Algorithm 

(2012) 

[4] HEC Course Schema. Course Outline 

for Analysis and Design of Algorithm 

2013, 
http://hec.gov.pk/english/services/universities/R

evisedCurricula/Documents/2012-
2013/computer-science%202012-13.pdf 

https://en.wikipedia.org/wiki/Analysis_of_algorithms
https://en.wikipedia.org/wiki/Analysis_of_algorithms
http://hec.gov.pk/english/services/