scholarly journals Comparative Assessment of Student Performance on Exams when Using Online Homework Tools in an Undergraduate Engineering Mechanics Course

2020 ◽  
Author(s):  
Monique Head ◽  
Oludare Owolabi ◽  
Petronella James-Okeke
Keyword(s):  
Student Performance ◽  
Comparative Assessment ◽  
Online Homework ◽  
Undergraduate Engineering ◽  
Engineering Mechanics

scholarly journals Measuring the effectiveness of online problem solving for improving academic performance in a probability course

2022 ◽  
Author(s):  
José Antonio González ◽  
Mónica Giuliano ◽  
Silvia N. Pérez
Keyword(s):  
Problem Solving ◽  
Confidence Interval ◽  
Student Performance ◽  
Online Homework ◽  
Methodological Issues ◽  
Engineering Programs ◽  
Technological Diversity ◽  
The Subject ◽  
The Difference ◽  
Written Test

AbstractResearch on impact in student achievement of online homework systems compared to traditional methods is ambivalent. Methodological issues in the study design, besides of technological diversity, can account for this uncertainty. Hypothesis This study aims to estimate the effect size of homework practice with exercises automatically provided by the ‘e-status’ platform, in students from five Engineering programs. Instead of comparing students using the platform with others not using it, we distributed the subject topics into two blocks, and created nine probability problems for each block. After that, the students were randomly assigned to one block and could solve the related exercises through e-status. Teachers and evaluators were masked to the assignation. Five weeks after the assignment, all students answered a written test with questions regarding all topics. The study outcome was the difference between both blocks’ scores obtained from the test. The two groups comprised 163 and 166 students. Of these, 103 and 107 respectively attended the test, while the remainder were imputed with 0. Those assigned to the first block obtained an average outcome of −1.85, while the average in the second block was −3.29 (95% confidence interval of difference, −2.46 to −0.43). During the period in which they had access to the platform before the test, the average total time spent solving problems was less than three hours. Our findings provide evidence that a small amount of active online work can positively impact on student performance.

Evaluation of TAPS Packages

2010 ◽  
pp. 128-147
Author(s):  
Manjit Singh Sidhu
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Grade Point Average ◽  
Engineering Students ◽  
Target Population ◽  
Grade Point ◽  
Slow Learners ◽  
Undergraduate Engineering ◽  
The Third ◽  
Engineering Mechanics

The evaluation was carried out to examine the distribution of learning styles (discussed in Chapter 2) of the third year undergraduate engineering students and suggest effective problem solving approaches that could increase the motivation and understanding of slow learners at UNITEN. For this study, a sample target population of 60 third year undergraduate engineering students who had taken the Engineering Mechanics subject was tested. These students were selected based on their second year grade point average (GPA) of less than 2.5 as this study emphasizes on slow learners.

scholarly journals Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology

2013 ◽  
Vol 12 (3) ◽  
pp. 509-514 ◽  
Author(s):  
Rebecca Orr ◽  
Shellene Foster
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Online Homework ◽  
Teaching Activities ◽  
Subsequent Performance ◽  
Class Time ◽  
Detailed Statistical Analysis ◽  
Class Average ◽  
Stored Information ◽  
Learning Event

Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork's research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates “desirable difficulties that enhance learning.” To determine the effect of utilizing testing as a learning event in the introductory (majors) biology classroom, we used an online homework platform to give required quizzes throughout the course. Analysis of exam grades earned by those taking 100% of pre-exam quizzes indicates that not only does this group have a significantly higher exam average than the group of students who took 0% of the pre-exam quizzes, but they also have a significantly higher exam average than the class average. Through detailed, statistical analysis, the benefit of quizzing is demonstrated to be significant for students of diverse academic abilities. Pre-exam quizzing using an online homework platform is an effective way to increase student performance on exams and allows class time to be utilized for teaching activities.

scholarly journals Quantifying the impact of mathematics support on the performance of undergraduate engineering and computing students

2019 ◽  
Vol 17 (2) ◽  
pp. 29
Author(s):  
Calum Macdonald
Keyword(s):  
Built Environment ◽  
Student Performance ◽  
Undergraduate Students ◽  
Mathematical Content ◽  
Undergraduate Engineering ◽  
Significant Difference ◽  
The Impact

The School of Computing, Engineering and Built Environment at Glasgow Caledonian University has provided mathematics support for all students in the school since 2012/13. This paper compares the performance of two groups of undergraduate students; those who engaged with mathematics support, through attending targeted lectures, and those who chose not to engage. Data collected over the five years from 2013/14 to 2017/18 for 4,690 engaging and non-engaging students, enrolled on modules with a substantial mathematical content, were analysed. Module marks achieved at first diet for the two groups of students, at all undergraduate levels, were selected as a measure of how mathematics support impacts on student performance. The study showed that there was a substantial and significant difference between the marks achieved by students that engaged with support and those that did not. Students who engaged on average showed an 8% increase in their module mark compared with those who did not engage. 

Multiscale-Based Mechanical Engineering Education

2006 ◽  
Author(s):  
G. Karami ◽  
R. V. Pieri
Keyword(s):  
Finite Elements ◽  
Engineering Education ◽  
Multiscale Analysis ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Classical Mechanics ◽  
Undergraduate Engineering ◽  
Computer Aided ◽  
Engineering Mechanics ◽  
Finite Elements Model

The classical engineering mechanics courses of Statics, Dynamics and Strength of Materials are taught to most engineering disciplines. With the advent of multiscale analysis and practice, reforms should be implemented in such classical mechanics courses to address the change so that they won't be limited only to continuum and macro-based level, but to include all the scales. This paper will suggest revisions that should be implemented in these courses. This includes introducing the concepts of multiscale engineering and the addition of new modules in the form of example problems in micro and nano-scales. Relying upon the framework of existing courses and using the existing physical and intellectual resources, an array of educational activities will be suggested to provide such an opportunity for undergraduate engineering students. The efforts will be substantiated and facilitated using the simulation capabilities of Computer Aided Engineering and Drawing (CADD) techniques as well as the analysis capabilities of Finite Elements Model (FEM) procedures.

The Impact of an Online Homework Management System on Student Performance and Course Satisfaction in Introductory Financial Accounting

2016 ◽  
Vol 12 (3) ◽  
pp. 76-87 ◽  
Author(s):  
Victoria Fratto ◽  
Magda Gabriela Sava ◽  
Gregory J Krivacek
Keyword(s):  
Student Performance ◽  
Management System ◽  
Financial Accounting ◽  
Course Satisfaction ◽  
Educational Technologies ◽  
The Internet ◽  
Online Homework ◽  
Introductory Accounting ◽  
Improve Student Performance ◽  
The Impact

Educators in all disciplines are searching for effective educational technologies that help students learn. One technology that has evolved is the online homework management system. The online homework management system permits professors to use the Internet to assign homework problems that students can complete online. Since this system is automatic, students can receive feedback instantly. The researchers designed this study to determine if the use of an online homework management system as an educational complement was an effective way to improve student performance and course satisfaction in an introductory accounting course when compared to traditional accounting pedagogy. The results of this study show the use of an online homework management system is an effective way to improve student performance and course satisfaction in an introductory accounting course when compared to traditional pen-and-paper homework.

scholarly journals Exam Wrappers, Reflection, and Student Performance in Engineering Mechanics

2020 ◽  
Author(s):  
Ashraf Badir ◽  
Jiehong Liao ◽  
Tanya Kunberger ◽  
Galen Papkov ◽  
Long Nguyen ◽  
...  
Keyword(s):  
Student Performance ◽  
Engineering Mechanics

scholarly journals Effect Of A ‘Look-Ahead’ Problem On Undergraduate Engineering Students’ Concept Comprehension

2016 ◽  
Vol 7 (2) ◽  
pp. 59-64
Author(s):  
Kevin Goodman ◽  
Julian Davis ◽  
Thomas McDonald
Keyword(s):  
Student Performance ◽  
Engineering Students ◽  
Exam Performance ◽  
Electronic Circuits ◽  
Undergraduate Engineering ◽  
Low Correlation ◽  
Look Ahead ◽  
Course Material ◽  
The Look

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. 

Sign in / Sign up

Export Citation Format

Share Document