New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
In the recent past, we developed a novel, visual, simple algorithm to teach incremental benefit-to-cost ratio (BCR) analysis to first- and second-year engineering students. The impetus behind that endeavor was twofold: (a) BCR analysis is the most used technique for economic analysis and decision making in the public sector, and (b) to accommodate for the visual learning style that dominates in the engineering student demographics. In the present follow-up work, we: (1) carried out statistical analysis to assess the reception and performance of students from two different semesters. Comparison is made versus the traditional incremental technique. Two null hypotheses were tested, Ho1: There is no difference in the true average levels of performance between the visual method and the traditional method; Ho2: There is no difference in the true average degree of acceptance between the two methods. (2) A simple mathematical proof is carried out to show the soundness of the method. The results corroborate, to a high confidence level, that students find the visual algorithm easier to use. Additionally, the data showed that there is no strong evidence to conclude that the performance is different, once a student has voluntarily selected a method.
Medina, H. E., & Scoville, B. T. (2016, June), Implementation and Evaluation of Visual Algorithm to Teach Benefit-to-Cost Ratio Analysis Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25564
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