Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Problem solving is a vital skill required to be successful in many engineering industries. One way for students to practice problem solving is through solving homework problems. However, solutions manuals for textbook problems are usually available online, and students can easily default to copying from solution manual. To address the solution manual dilemma and promote better problem-solving ability, this study utilizes novel homework problems that integrate a video component as an alternative to text-only, textbook problems. Building upon research showing visuals promote better learning, YouTube videos are reversed engineered by students to create new homework problems. Previous studies have catalogued student-written problems in a material and energy balance course, which are called YouTube problems. In this study, textbook homework problems were replaced with student-written YouTube problems. We additionally focused on examining learning attitudes after students solve YouTube problems. Data collection include attitudinal survey responses using a validated instrument called CLASS (Colorado Learning Attitudes about Science Survey). Students completed the survey at the beginning and end of the course. Analysis compared gains in attitudes for participants in the treatment groups. Mean overall attitude of participants undergoing YouTube intervention was improved by a normalized gain factor of 0.15 with a small effect size (Hedge’s g = 0.35). Improvement was most prominent in attitudes towards personal application and relation to real world connection with normalized gain of 0.49 and small effect size (Hedge’s g = 0.38).
Asogwa, U., & Liberatore, M. W., & Duckett, T. R., & Mentzer, G. A. (2020, June), Student Attitudes When Solving Homework Problems that Reverse Engineer YouTube Videos Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35220
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