Impact of an Experimental Centric Learning on Peer Learning and Collaboration among Environmental Engineering Undergraduates in a Historical Black College and University

Benjamin Gbeminiyi Famewo; Pelumi Olaitan Abiodun; Gbekeloluwa B. Oguntimein; Oludare Adegbola Owolabi

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Environmental Engineering Division (ENVIRON) Technical Session 1 - Sustainability & Environmental Justice
Tagged Division: Environmental Engineering Division (ENVIRON)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/47553

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Paper Authors

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Benjamin Gbeminiyi Famewo Morgan State University

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Benjamin Famewo is a doctoral student in Civil Engineering at Morgan State University. With a interest in structural engineering, Benjamin Famewo is committed to conducting cutting-edge research and making significant contributions to the industry.

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Pelumi Olaitan Abiodun Morgan State University orcid.org/0000-0002-4969-9591

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Pelumi Abiodun is a current doctoral student and research assistant at the department of Civil Engineering, Morgan State University, Baltimore, Maryland. Pelumi got his BSc and MSc degree in Physics from Obafemi Awolowo University, where he also served as a research assistant at the Environmental Pollution Research unit, in Ile-Ife, Nigeria. As part of his contribution to science and engineering, Pelumi has taught as a teaching assistant both at Morgan State University and Obafemi Awolowo University. With passion to communicate research findings and gleaned from experts in the field as he advances his career, Olaitan has attended several in-persons and virtual conferences and workshop, and at some of them, made presentation on findings on air pollution, waste water reuse, and heavy metal contamination.

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Gbekeloluwa B. Oguntimein P.E. Morgan State University

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Dr. Gbekeloluwa B. Oguntimein received his B.S. and Ph.D. degrees in Chemical Engineering from Iowa State University in 1974 and 1979 respectively. He has over 30 years teaching and research experience having taught at in the departments of chemical engin

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Oludare Adegbola Owolabi P.E. Morgan State University

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Dr. Oludare Owolabi, a professional engineer in Maryland, joined the Morgan State University faculty in 2010. He is the assistant director of the Center for Advanced Transportation and Infrastructure Engineering Research (CATIER) at Morgan State Universit

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Abstract

The world today faces numerous environmental challenges and requires creativity, innovation, and collaboration to resolve these issues. Traditional lecturing methods have limitations in inspiring creativity and learners’ collaboration as it is more tutor centered. Experiment-centric learning utilizes hands-on devices and tools to engage students in collaborative and peer learning. This study aims to assess the extent this approach has enhanced peer learning and collaboration among environmental engineering undergraduates. This quantitative investigation was conducted using a pre- and post-test approach. This study used validated items from the popular Motivated Strategies for Learning Questionnaire (MSLQ), signature assignment, and outcome assessment to explore the impact of hands-on devices on peer learning and collaboration as well as academic achievement in modules where this innovative pedagogy was implemented. The data was cleaned and analyzed using SPSS v25.0 (Statistical Package for the Social Sciences), and the results were provided in the form of frequency, percentage, mean, and standard deviation. The study employed a Mid-p Adjusted Binomial and McNemar with a confidence level of 95.0% to explore the impact of mediating socio-demographic variables. There was a significant improvement in the peer-learning and collaboration of the learners (p<0.050). In addition, gender and prior academic CGPA were found not to be significantly associated with the increase in peer learning and collaboration (p>0.05) while class level was found to be significantly associated (p<0.05). The findings of this study contribute valuable insights to the field of environmental engineering education, suggesting that innovative, less cumbersome, easy-to-use technology when combined with teaching methods can enhance peer learning and collaboration. These findings may inform future curriculum design and instructional approaches to better equip students in addressing the complex environmental issues of our era.

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Format

Famewo, B. G., & Abiodun, P. O., & Oguntimein, G. B., & Owolabi, O. A. (2024, June), Impact of an Experimental Centric Learning on Peer Learning and Collaboration among Environmental Engineering Undergraduates in a Historical Black College and University Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47553

TY - CPAPER
AB - The world today faces numerous environmental challenges and requires creativity, innovation, and collaboration to resolve these issues. Traditional lecturing methods have limitations in inspiring creativity and learners’ collaboration as it is more tutor centered. Experiment-centric learning utilizes hands-on devices and tools to engage students in collaborative and peer learning. This study aims to assess the extent this approach has enhanced peer learning and collaboration among environmental engineering undergraduates. This quantitative investigation was conducted using a pre- and post-test approach. This study used validated items from the popular Motivated Strategies for Learning Questionnaire (MSLQ), signature assignment, and outcome assessment to explore the impact of hands-on devices on peer learning and collaboration as well as academic achievement in modules where this innovative pedagogy was implemented. The data was cleaned and analyzed using SPSS v25.0 (Statistical Package for the Social Sciences), and the results were provided in the form of frequency, percentage, mean, and standard deviation. The study employed a Mid-p Adjusted Binomial and McNemar with a confidence level of 95.0% to explore the impact of mediating socio-demographic variables. There was a significant improvement in the peer-learning and collaboration of the learners (p&amp;lt;0.050). In addition, gender and prior academic CGPA were found not to be significantly associated with the increase in peer learning and collaboration (p&amp;gt;0.05) while class level was found to be significantly associated (p&amp;lt;0.05). The findings of this study contribute valuable insights to the field of environmental engineering education, suggesting that innovative, less cumbersome, easy-to-use technology when combined with teaching methods can enhance peer learning and collaboration. These findings may inform future curriculum design and instructional approaches to better equip students in addressing the complex environmental issues of our era.

AU - Benjamin Gbeminiyi Famewo
AU - Pelumi Olaitan Abiodun
AU - Gbekeloluwa B. Oguntimein P.E.
AU - Oludare Adegbola Owolabi P.E.
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Impact of an Experimental Centric Learning on Peer Learning and Collaboration among Environmental Engineering Undergraduates in a Historical Black College and University
UR - https://peer.asee.org/47553
ER -