Shehadi, M. (2020, June), Testing Students’ Knowledge Gain in an Active Learning “Lab-similar” Environment Through Pre- and Post-lab Questionnaires  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35290

\bibitem{asee_peer_35290}
  Shehadi, M. (2020, June), \emph{Testing Students’ Knowledge Gain in an Active Learning “Lab-similar” Environment Through Pre- and Post-lab Questionnaires}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--35290

Maher Shehadi.  "Testing Students’ Knowledge Gain in an Active Learning “Lab-similar” Environment Through Pre- and Post-lab Questionnaires".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/35290 Internet.  18 Apr, 2024

\bibitem{asee_peer_35290}
  Maher Shehadi.
  "Testing Students’ Knowledge Gain in an Active Learning “Lab-similar” Environment Through Pre- and Post-lab Questionnaires".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/35290 Internet.  18 Apr, 2024

@INPROCEEDINGS{asee_peer_35290
author = "Maher Shehadi"
title = "Testing Students’ Knowledge Gain in an Active Learning “Lab-similar” Environment Through Pre- and Post-lab Questionnaires"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/35290}
number = {10.18260/1-2--35290}
}

TY  - CPAPER
AB  - In a recent paper, five interactive activities were added to Applied Fluid Mechanics course (MET31300) offered at XXX School of Engineering Technology. The previous paper was presented and published in the 126th ASEE Annual conference in Tampa, Florida. The paper presented challenges accompanied with active learning techniques, presented the proposed activities along with a case study where the activities were applied. Students’ scores were compared at the end of the semester with other classes who took the course with no active learning activities. The proposed activities were applied in two consecutive years and the students’ performance was assessed and compared to another group when no active learning activities were used.
To further investigate the direct effect of each activity on students’ knowledge, the proposed activities presented in the previous paper were repeated in the same course (Applied Fluid Mechanics) but checking students’ knowledge of certain topics before and after conducting or completing the activity. Pro-lab and post lab questionnaire were handed to students during the lab session and they were asked to answer the questions in the questionnaire without using the textbook, notes or other online sources. Ten questionnaires were designed, five to test students’ knowledge prior and five after each lab. The questions given in the post lab questionnaires were relatively at a higher level of difficulty than those given in the pre lab questionnaires. The percent increase in the average scores for all labs range between 22-75%. The percent increase or improvement was seen to increase through the labs from lab 1 to 5; a trend that would require further investigation to see if it was related to improved performance as the course progressed or due to more familiarity in one topic than the other.
AU  - Maher Shehadi
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Testing Students’ Knowledge Gain in an Active Learning “Lab-similar” Environment Through Pre- and Post-lab Questionnaires
UR  - https://peer.asee.org/35290
DO  - 10.18260/1-2--35290
ER  -