Impact of Instructional Methods on Student Performance, Engagement, and Knowledge Retention: A Simultaneous Comparison of a Reflective versus Direct Approach to Fluid Mechanics

Joshua Wyrick; Emine Foust

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Miscellaneous Mechanics
Page Count: 16
DOI: 10.18260/1-2--41007
Permanent URL: https://peer.asee.org/41007
Download Count: 426

Paper Authors

biography

Joshua Wyrick York College of Pennsylvania

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Josh has been an Assistant Professor in the Department of Civil & Mechanical Engineering at York College of Pennsylvania since 2017. He is a water resources engineer who focuses on river hydraulics, stormwater management, and hydrologic sustainability.

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Emine Foust York College of Pennsylvania

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Abstract

Frequent and formative assessments of students’ knowledge retention are known to increase their overall performance and engagement in the course. These are typically administered through homework sets, quizzes, writing assignments, etc. However, there is not a consensus on which of these assessment methods (or combination of methods) is more effective at increasing student learning. It is important for students to practice the skills learned in class and to receive meaningful feedback on their efforts. How does the manner in which they practice those skills impact their grades and evaluation of the course? A variety of teaching strategies exist to facilitate student learning and have been extensively assessed and implemented, but these strategies are rarely directly compared under similar academic conditions. In this study, a comparison of students’ performance, engagement, and knowledge retention is made between four sections of Fluid Mechanics taught in the same semester by two professors (two sections each) that utilized different methods for weekly assessments and applications of the fundamental concepts. Lesson material for all sections was delivered in a similar manner – typically incorporating direct lectures, problem-solving, and contextual demonstrations/activities. All four sections were administered the same exams (four in total throughout the semester, including the final comprehensive exam). The two faculty members shared the exam grading load among the sections to ensure impartiality. Exam performances were statistically analyzed and compared between sections. Additionally, end-of-semester surveys were administered to evaluate how the students engaged with the professor, their peers, and themselves within the context of the course and the instructional methods. For sections 1 and 2 taught by professor A, a reflective learning approach was used for weekly assessments. Reflective learning is a method that enables students to identify the gaps in their own knowledge and the areas for self-improvement. In these sections, weekly practice problems are distributed at the beginning of the week, but no formal submission was required. Instead, a weekly quiz was administered at the end of the week based on those practice problems. Additionally, the students were required to engage in an asynchronous weekly discussion forum in which they reflect upon what they learned and/or struggled to comprehend. Detailed feedback was promptly provided to students on the quizzes. An online discussion forum summary along with further clarifications was subsequently shared with students. Supplemental videos for example problems and conceptual demos were provided online for the students as additional learning tools. For sections 3 and 4 taught by professor B, a more direct approach was used for weekly assessments. In these sections, weekly homework sets are assigned to be completed asynchronously and submitted individually. Feedback comments on these homework problems were provided individually and promptly returned. Additionally, at the beginning of each lesson, a single-question, multiple-choice quiz was administered that assessed the students’ retention of one of the previous lesson’s fundamental concepts. The results of those quizzes led to direct discussions and recall of the course material.

Citation
Format

Wyrick, J., & Foust, E. (2022, August), Impact of Instructional Methods on Student Performance, Engagement, and Knowledge Retention: A Simultaneous Comparison of a Reflective versus Direct Approach to Fluid Mechanics Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41007

TY - CPAPER
AB - Frequent and formative assessments of students’ knowledge retention are known to increase their overall performance and engagement in the course. These are typically administered through homework sets, quizzes, writing assignments, etc. However, there is not a consensus on which of these assessment methods (or combination of methods) is more effective at increasing student learning. It is important for students to practice the skills learned in class and to receive meaningful feedback on their efforts. How does the manner in which they practice those skills impact their grades and evaluation of the course? A variety of teaching strategies exist to facilitate student learning and have been extensively assessed and implemented, but these strategies are rarely directly compared under similar academic conditions.
In this study, a comparison of students’ performance, engagement, and knowledge retention is made between four sections of Fluid Mechanics taught in the same semester by two professors (two sections each) that utilized different methods for weekly assessments and applications of the fundamental concepts. Lesson material for all sections was delivered in a similar manner – typically incorporating direct lectures, problem-solving, and contextual demonstrations/activities. All four sections were administered the same exams (four in total throughout the semester, including the final comprehensive exam). The two faculty members shared the exam grading load among the sections to ensure impartiality. Exam performances were statistically analyzed and compared between sections. Additionally, end-of-semester surveys were administered to evaluate how the students engaged with the professor, their peers, and themselves within the context of the course and the instructional methods.
For sections 1 and 2 taught by professor A, a reflective learning approach was used for weekly assessments. Reflective learning is a method that enables students to identify the gaps in their own knowledge and the areas for self-improvement. In these sections, weekly practice problems are distributed at the beginning of the week, but no formal submission was required. Instead, a weekly quiz was administered at the end of the week based on those practice problems. Additionally, the students were required to engage in an asynchronous weekly discussion forum in which they reflect upon what they learned and/or struggled to comprehend. Detailed feedback was promptly provided to students on the quizzes. An online discussion forum summary along with further clarifications was subsequently shared with students. Supplemental videos for example problems and conceptual demos were provided online for the students as additional learning tools.
For sections 3 and 4 taught by professor B, a more direct approach was used for weekly assessments. In these sections, weekly homework sets are assigned to be completed asynchronously and submitted individually. Feedback comments on these homework problems were provided individually and promptly returned. Additionally, at the beginning of each lesson, a single-question, multiple-choice quiz was administered that assessed the students’ retention of one of the previous lesson’s fundamental concepts. The results of those quizzes led to direct discussions and recall of the course material.

AU - Joshua Wyrick
AU - Emine Foust
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Impact of Instructional Methods on Student Performance, Engagement, and Knowledge Retention: A Simultaneous Comparison of a Reflective versus Direct Approach to Fluid Mechanics
UR - https://peer.asee.org/41007
DO - 10.18260/1-2--41007
ER -