Pre-, post- and delayed post-test evaluation of the conceptual understanding of direct current resistive electric circuits of cohorts of first year electrical engineering students

2013 ◽  
Author(s):  
Aidan O'Dwyer
Keyword(s):  
Conceptual Understanding ◽  
Direct Current ◽  
Engineering Students ◽  
Electrical Engineering ◽  
First Year ◽  
Test Evaluation ◽  
Electric Circuits ◽  
Post Test

Analysis of Spatial Comprehension Through a Retrospective Study of Its Effects Among First Year Electrical Engineering Students

2020 ◽  
pp. 339-346
Author(s):  
Manuel-Damián Marín-Granados ◽  
Fernando Gómez-Hermosa ◽  
María-del-Carmen Ladrón-de-Guevara-López ◽  
Laia Miravet-Garret ◽  
Francisco-Javier Soto-Lara
Keyword(s):  
Retrospective Study ◽  
Engineering Students ◽  
Electrical Engineering ◽  
First Year

scholarly journals Gender differences in chemical engineering students identified in understanding of rolling motion

2020 ◽  
Keyword(s):  
Gender Differences ◽  
Conceptual Understanding ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Male Students ◽  
First Year ◽  
Rolling Motion ◽  
Energy Principle ◽  
First Year Students ◽  
Engineering And Technology

In this research papaer we presented the results of exploration of gender differences in conceptual understanding of rolling motion (velocities and work-energy principle). For this purpose, we have selected nine conceptual items and conducted experiment with 184 first year students at the Faculty of Chemical Engineering and Technology, University of Zagreb. Results show that male students significantly outperformed female students. We detected particularly large differences on items that tests knowledge of the rolling phenomena. Results of our research can help teachers to create lessons that are adapted to general student population.

scholarly journals Mathematical Skills and the Academic Performance of Junior and Senior Electrical Engineering Students of the University of Eastern Philippines

2021 ◽  
pp. 20-31
Author(s):  
Kenneth Bryan F. Abaigar ◽  
Benjamin D. Varela
Keyword(s):  
Academic Performance ◽  
Significant Relationship ◽  
Engineering Students ◽  
Electrical Engineering ◽  
First Year ◽  
Mathematical Skills ◽  
The Third ◽  
Second Year ◽  
Final Grades ◽  
The University

The study was conducted to determine the mathematical skills and the academic performance of the junior and senior electrical engineering students of the University of Eastern Philippines. Descriptive-correlational method of research was used with a total enumeration of the regular students from third year to fifth year electrical engineering students.     The findings revealed that male students dominated all the three year levels of the electrical engineering course. It was also found out that there were more regular fifth year engineering students than the third year and fourth year students. Meanwhile, the third year students got the highest average rating in the final grades of first year and second year mathematics and the lowest average rating belonged to the fifth year students. The learning style of the three-year levels was found to be visual while in terms of study habits, the third year students have very good study habit. It was also found out that the level of mathematical skills of the three-year levels were low, but the level of academic performance of the three-year levels were found out to be good. Multiple regression analysis was used to determine the relationship of the student profile and their mathematical skills. The results showed that the average of final grades in all first-year mathematics, and the students’ year level have significant relationship with the mathematical skills of the students. Meanwhile, the profile variables found to be significantly related to academic performance were the average of final grades in first year mathematics, average of final grades in second year mathematics and study habits of the students’ respondents. Lastly, the mathematical skills had no significant relationship to the academic performance of the student-respondents.

Learning by Immersion: Developing Virtual reality Labs for Engineering Courses

2020 ◽  
Author(s):  
Raluca Ilie ◽  
Eric Shaffer ◽  
Cynthia D’Angelo ◽  
Erhan Kudeki ◽  
Olivia Coiado ◽  
...  
Keyword(s):  
Virtual Reality ◽  
Conceptual Understanding ◽  
Engineering Students ◽  
Dimensional Space ◽  
Electrical Engineering ◽  
Three Dimensional ◽  
Assessment Tools ◽  
Choice Test ◽  
Knowledge Gain ◽  
Vector Calculus

<p>A solid understanding of electromagnetic theory is key to the education of electrical engineering students. However, concepts in electricity and magnetism (E&M) are notoriously challenging for students to learn, due to the difficulty in grasping abstract concepts such as the electric force as an invisible force that is acting at a distance, or how electromagnetic radiation is permeating and propagating in physical space. Building physical intuition to manipulate these abstractions requires means to visualize electromagnetism concepts in a three-dimensional space. This project involves the development of 3D visualizations of abstract E&M concepts in Virtual Reality (VR), in an immersive, exploratory, and engaging environment, with the potential to be adopted by Engineering, Science, Mathematics and Medical college curricula across the country.</p><p>VR provides a disruptive platform for teaching and learning, in a realistic and most importantly, interactive three-dimensional environment. There are many advantages for using VR as a teaching tool, as it has the potential of addressing many challenges traditional teaching usually faces, and can lead to increased student engagement while removing some of the anxiety student experience while in active learning environments. Virtual Reality provides the means of exploration, to construct visuals and manipulable objects to represent knowledge, which in turns leads to a constructivist way of learning, in the sense that students are allowed to build their own knowledge from meaningful experiences.</p><p>The VR labs for E&M courses in the ECE department are generated by Electrical Engineering and Computer Science students enrolled in the “Virtual Reality" course at the same university, as part of the course term projects. This reflects the strong educational impact of this project, as it allows students to contribute to the educational experiences of their peers.  Student competencies around conceptual understanding of electromagnetism topics, as well as their understanding of mathematical concepts, are measured via formative and summative assessments. To evaluate the effectiveness of VR learning, each VR experience is followed by a short 10-minute multiple choice test, designed to primarily measure conceptual understanding of the various topics, rather than measuring the ability to simply manipulate equations, and will be tied to the specific contexts and topics of that lab's instruction.</p><p>This paper discusses the implementation and the pedagogy of the Virtual Reality laboratory experiences to visualize concepts in E&M, with examples for specific labs, as well as challenges, and student feedback with the new approach. We will also discuss the integration of the 3D visualizations into lab exercises and the design of the student assessment tools used to assess the knowledge gain when the VR technology is employed. In addition, we discuss the development of VR labs to visualize concepts pertaining to elements vector calculus, designed to enhance student understanding of the nature of operators such the gradient, curl and divergence, as well as the development of VR labs to visualize concepts pertaining to spatial geometry and coordinate transformations. </p><p> </p><p> </p>

scholarly journals Analysis of Engineering Students’ Common difficulties with DC electric circuits in an Inquiry-based laboratory

2018 ◽  
Vol 5 (2) ◽  
pp. 13-22
Author(s):  
Victor Travagin Sanches ◽  
Glaucia Gruninger Gomes Costa ◽  
Jessica Fabiana Mariano dos Santos ◽  
Tomaz Catunda
Keyword(s):  
Engineering Students ◽  
Electric Circuit ◽  
Multiple Choice Questions ◽  
Electric Circuits ◽  
Average Percentage ◽  
Laboratory Courses ◽  
Electricity And Magnetism ◽  
Post Test ◽  
The University ◽  
Conceptual Difficulties

The students’ understanding about direct current electric circuits’ concepts has been extensively investigated in secondary schools as well as at university level. In the University of São Paulo (IFSC/USP), for more than 10 years, our group has been researching the Electricity and Magnetism laboratory course to Engineering students’. Similarly to reported in the literature, we observed that students often leave physics classes with less of an understanding of physics concepts than we had expected. In this paper we present an investigation of the difficulties that students in the Electricity and Magnetism laboratory have with current electric circuits' concepts and how that research was used as a guide in the development and evaluation of the guided-inquiry lab on these topics to help students learn these concepts better. Initially, we adapted a question developed by McDermott in 2006 and employed it to investigate students’ conceptual understanding of electric circuits in three states of Brazil. STEM areas were involved in this research and the question was applied after students attended to theoretical and laboratory courses. Students had to order light bulbs according to brightness in three different electric circuits to answer the question. Only ~13% of students answered correctly agree to result in other countries and it inspired us to restructure the laboratory guide from a course in our institution. Our new guide was inquiry-based with some activities adapted from Tutorials in Introductory Physics and others developed in a prediction-observation-explanation form. The same question was used as pre and post-test and the average percentage of students who got the maximum score was 47%. We also have been using the Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT), which is composed by a 29-multiple choice questions, that can be grouped in conceptual objectives, allowing us identifying specific conceptual difficulties. We proposed many modifications in the students’ guide, after analyzing the questions, and some of them we managed to improve, like those related to resistance and current. On the other hand, less than 50% of students could answer correctly some questions related to the concepts of power and voltage in the post-test, even after our efforts to improve learning in this aspect. We have been able to help students overcome known conceptual difficulties with the proposal of new activities, but some difficulties still a challenge to be outgrown. This fact has shown us that research for improving practice is fundamental to overcome persisting difficulties and is a long-term and constant action. Also, using different resources such as homework activities on the internet, videos and computer simulations have shown to be useful tools as supplement materials.

scholarly journals Fostering Passion Among First Year Engineering Students

2010 ◽  
Vol 1 (1) ◽  
pp. 21-34
Author(s):  
Quamrul H. Mazumder ◽  
Mary Jo Finney
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
University Students ◽  
Engineering Students ◽  
The United States ◽  
First Year ◽  
School Students ◽  
Engineering Programs ◽  
Post Test

Engineering is a complex field of study.  Declining enrollment in engineering programs in the United States is of concern and understanding the various factors that contribute to this decline is in order.   Fostering a higher level of student engagement with the content may foster passion towards engineering which could increase academic competency as well as sustained interest in remaining in the profession.  This study examined the role of passion toward engineering content on students’ overall academic performance in an introductory course taught to university and high school students.  A pre-test, post-test, weekly surveys and periodic classroom observation measured levels of passion in the student, classmates, and professor. Mid-semester feedback prompted the professor to adjust his teaching for the purpose of infusing greater student passion towards the content. Results suggest that student passion in both settings fluctuated widely from week to week perhaps due to variable interest in the specific topic.  Overall, high school students’ level of passion remained more stable than that of university students and they performed better academically. Among university students, higher passion was not linked to higher academic performance.  Professor’s passion was highly valued by students though it did not increase their own passion.  

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