Effect of a "Look-Ahead" Problem on Undergraduate Engineering Students' Concept Comprehension

Autor/inn/en	Goodman, Kevin; Davis, Julian; McDonald, Thomas
Titel	Effect of a "Look-Ahead" Problem on Undergraduate Engineering Students' Concept Comprehension
Quelle	In: American Journal of Engineering Education, 7 (2016) 2, S.59-64 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-2516
Schlagwörter	Undergraduate Students; Engineering Education; Assignments; Reading Assignments; Concept Teaching; Correlation; Pretests Posttests; Teaching Methods; Achievement Gains; Instructional Effectiveness; Indiana + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Assignment; Auftrag; Zuweisung; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement gain; Leistungssteigerung; Unterrichtserfolg
Abstract	In an effort to motivate undergraduate engineering students to prepare for class by reviewing material before lectures, a "Look-Ahead" problem was utilized. Students from two undergraduate engineering courses; Statics and Electronic Circuits, were assigned problems from course material that had not yet been covered in class. These assignments were collected and assessed. Grades from the "Look-Ahead" problems, collected over a sixteen-week semester, were compared to overall exam performance. In addition, exam problem scores from specific correlating concepts/topics were compared with "Look-Ahead" problem scores. Surprisingly, the data show very low correlation between student performance on "Look-Ahead" problems and exams. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01