ERIC Number: EJ1141060
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Can Students Flourish in Engineering Classrooms?
Boylan-Ashraf, Peggy C.; Freeman, Steven A.; Shelley, Mack C.; Keles, Özgür
Journal of STEM Education: Innovations and Research, v18 n1 p16-24 Jan-Mar 2017
This study investigated the role of a new paradigm in teaching large introductory, fundamental engineering mechanics (IFEM) courses that combined student-centered learning pedagogies and supplemental learning resources. Demographic characteristics in this study included a total of 405 students, of whom 347 (85.7%) are males and 58 are (14.3%) females. The students' majors included aerospace engineering, agricultural engineering, civil engineering, construction engineering, industrial engineering, materials engineering, and mechanical engineering. Results of this study, as tested using an independent samples t-test, validated using a nonparametric independent samples test, and a general linear multivariate model analysis, indicated overwhelmingly that there is a difference between a class taught passively using the teacher-centered pedagogy and a class taught actively using student-centered pedagogy. The principal focus of this work was to determine if the new paradigm was successful in improving student understanding of the course concepts in statics of engineering using student-centered pedagogies in large classes. After evaluating the effects of several variables on students' academic success, the results may provide important information for both faculty members and researchers and present a convincing argument to faculty members interested in academic reform but hesitant to abandon conventional teaching practices. By promoting a new paradigm, the potential for improving understanding of engineering fundamentals on a larger scale may be realized.
Descriptors: Engineering Education, Student Centered Learning, Teaching Methods, Conventional Instruction, Introductory Courses, Active Learning, Lecture Method, Class Size, Tests, Scores, College Students, Statistical Analysis
Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Iowa