June 15, 2019
June 15, 2019
June 19, 2019
Exam Wrappers, Reflection and Student Performance in Engineering Mechanics – Part II This paper presents the authors’ continuing study in implementing a metacognitive exercise called exam wrappers. Although, in a previous study of a sophomore level engineering mechanics (statics and dynamics) course, exam wrappers did not have a significant impact on students’ final course grades and performance; overall, having students fill out quiz and exam wrappers did seem to foster reflection and adjustment in areas requiring improvements. In the current proposed work, the authors will continue their study in engineering mechanics and extend it to subsequent courses, namely introduction to biomaterials and mechanics of materials. In an attempt to discern the different hindrances that need to be eliminated for students to excel, the authors will concentrate on the hypothesized factors: foundation, precision, knowledge, attitude, and reflection. The authors will continue to survey students’ attitude towards learning through questions on the exam wrappers addressing study habits, preparation, participation, and engagement among others. However, a new coding system designed to track students from quizzes to consecutive exams will serve to assess improvement in performance. Moreover, information about students’ performance in prerequisite courses, along with their level of confidence in utilizing these foundational subjects will be collected. This information will allow the authors to gauge whether “foundation” is a major factor impacting performance. Grading exams’ rubrics will be developed to quantify the individual impact of “foundation,” “precision,” and “knowledge” in students’ performance. The rubrics will serve to track the three major sources of errors. Firstly, “foundation” including algebraic substitution, use of simultaneous equations, and issues with geometry or trigonometry. Secondly, “precision” including significant figures, lack of units, unit conversions, careless computation error, calculator issues, and error or incomplete answer or format. Lastly, “knowledge” including lack of understanding of terminology, error in constructing free body diagrams, and uncertainty on how to approach the problem. Statistical analysis of the data will be conducted and future interventions will be targeted and justified to help students improve their performance and succeed.
Badir, A., & Liao, J., & Papkov, G. I., & O'Neill, R. (2019, June), Exam Wrappers, Reflection, and Student Performance in Engineering Mechanics – Part II Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32772
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