Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Electrical and Computer
Previous studies have revealed that students’ academic confidence and sense of belonging can be improved by incorporating transparent assignments in introductory classes. However, little is known about the effectiveness of such techniques in engineering courses with multiple prerequisites in mathematics and physics. Preliminary data from this study demonstrate that after implementing transparent assignments in Electrical Engineering Fundamentals, 61.3% of students reported being more confident of their ability to succeed in their field of study, 38.7% of students had a stronger sense of belonging to the school’s community, and 67.7% of students were more confident about learning effectively on their own. Furthermore, a 12.7% increase was observed in the number of students who scored more than 80 points on a 100-point final exam, and a 20.8% decrease was observed in those who scored less than 60 points on the exam.
Ou, J. (2018, June), Board 75 : Work in Progress: A Study of Transparent Assignments and Their Impact on Students in an Introductory Circuit Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30100
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