June 24, 2017
June 24, 2017
June 28, 2018
At Western Michigan University (WMU) in Kalamazoo, Michigan, the historical passing rate of students in Statics has been low. It is a required course for students across several majors in the College of Engineering and Applied Science. Improving the teaching and learning effectiveness of Statics may have a significant impact on student success and retention by virtue of the large number of students affected. Traditionally Statics has been taught through face-to-face lectures. Since Spring 2014, a redesigned Statics using hybrid flipped course format has been offered parallel to the traditional format.
This study is purposed to analyze the correlations between student performance in Statics and several potential factors, and to evaluate how significantly the redesigned Statics has impacted student learning. Student performance was measured by final exam grade, overall course grade, and score in a Statics concept assessment test. These performance measurements were compared between the traditional and redesigned Statics classes. Additionally, the correlations between several factors, such as student overall GPA and performance in a critical prerequisite course, were statistically analyzed using data from multiple semesters. Preliminary conclusions are drawn based upon the analysis. The university where this study was carried out is a Moderately Selective institution as classified by the Consortium for Student Retention Data Exchange. The lessons learned could be applicable to other institutions with similar student demographics.
Hu, Y., & Montefort, J. M., & Tsang, E. (2017, June), An Analysis of Factors Affecting Student Performance in a Statics Course Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27548
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