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Assessment of Student Learning through Homework Intervention Method

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Learning and Assessment III

Tagged Division

Mechanical Engineering

Page Count


Page Numbers

25.229.1 - 25.229.16



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Paper Authors

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Firas Akasheh Tuskegee University


Raghu Echempati Kettering University

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Raghu Echempati is in the Department of Mechanical Engineering at Kettering University. He has several years of teaching, research, and consulting experience. He is an active member of ASEE, ASME, and SAE. He has more than 100 technical paper publications in journals and conference proceedings of repute. He has chaired several sessions at national and international conferences and delivered numerous invited talks and keynote addresses. He has reviewed several textbooks, journal papers, and conference papers. He is an active member of many conference committees.

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Anca L. Sala Baker College, Flint

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Anca L. Sala is professor and Dean of engineering and computer technology at Baker College of Flint. In addition to her administrative role, she continues to be involved with development of new engineering curriculum, improving teaching and assessment of student learning, assessment of program outcomes and objectives, and ABET accreditation. She is an active member of ASEE, ASME, and OSA, serving in various capacities.

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ASSESSMENT OF STUDENT LEARNING THROUGH HOMEWORK INTERVENTION METHODThe work presented in this paper is based on a certain type of “Intervention”method presented at the recent ASEE Conference in Vancouver [Akasheh andDavis, AC 2011-565, ASEE Conference, Vancouver, 2011]. Following themodern cognitive theories of learning and motivation, the intervention strategiesproposed by these authors showed potential to restore the effectiveness ofhomework as a learning tool which in turn reflected on better performance of theirstudents in the final exams.Following similar strategies as proposed by Akasheh and Davis, in this paper, thepresent authors propose to use a slightly modified intervention method to assessthe overall performance of the students in two different courses taught at twodifferent universities. Data will be collected from these courses and analyzed tosee if general conclusions can be drawn that support the cognitive model studiespresented in the literature. The idea of this study is to enhance student motivationto pay attention to and understand ‘just in time’ the class material presented and tocomplete the assigned homework. This is done through inviting randomlyselected student(s) to take the role of the instructor to explain and solve one ortwo in-class problems that were based on the lecture material covered and/orhomework. These strategies push student(s) to undertake the practice intended bythe instructor and consequently, it is hoped that better learning will occur. This,together with prompt feedback by the instructor also helps clarify just in timestudents’ thinking process and rectify any misconceptions of the concepts taught.The results of this study include tabular data of the analyzed results and chartsbased on both the assessment tools (class work, homework and exam grades), aswell as student survey of the effectiveness of the intervention method used.

Akasheh, F., & Echempati, R., & Sala, A. L. (2012, June), Assessment of Student Learning through Homework Intervention Method Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20989

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