Evaluation of the impact of interactivity on student performance and attitudes in engineering.

摘要

This study explores the proposition that the adoption of more active/interactive techniques will result in heightened student performance and attitudes in engineering. A unique comparative research design was implemented to study the effectiveness of active/interactive learning methods. Two evenly-sized sections were concurrently taught by the same instructor each semester for three years. The students were exposed to identical technical content, but with different instructional techniques used in class to deliver the course material. The parallel research model---with an experimental and comparison group formed from a single cohort---mitigated the environmental, course assessment and instructor effects. This dissertation also reviews a proposal to re-classify active learning into three levels of interactivity. Active learning was categorized by defining the interactions that take place in the classroom: learner-teacher, learner-content and learner-learner. These three types of interaction were used to form low-level interactivity (LLI), mid-level interactivity (MLI), and high-level interactivity (HLI) classifications. During the first two years of the study, high-level and mid-level interactivity approaches were utilized in the classroom. In the third year, low-level and mid-level interactivity were employed.; The results indicate that for the class overall and for male students, the level of interactivity does not affect course performance. However, mid-level and high-level interactivity benefits the female constituent. Women's course performance was enhanced the most in the MLI class. Additionally, mid-level and high-level interactivity increases the course performance of lower achieving (GPA3.00) students. There is statistical evidence that student technical confidence improves greatly with increasing interactivity. The HLI method is the most beneficial for the class overall, and for the male students. Alternatively, female students' technical confidence is improved the most with MLI techniques. Data also suggest that a well-delivered LLI course is not as effective as the MLI or HLI approaches. With increasing interactivity, more students find their most effective means for learning course content in class. Moreover, higher levels of interactivity promote significant gains in engineering subject career interest. Preliminary evidence shows that student engagement, motivation, excitement and inspiration are improved with interactivity. Mid- and high-levels of interactivity also encourage a higher percentage of student attendance compared to the low-level approach.