University of Toledo, Ohio
March 19, 2021
March 19, 2021
March 20, 2021
Faculty often utilize homework problems as a means to help students practice problem solving. Recently, with textbook solutions manuals being freely available online, students are prone to copying/cheating, which can severely limit improvements in problem solving. One hypothesis is that YouTube problems could serve as alternatives to textbook problems to significantly reduce cheating and promote better problem solving. YouTube problems are student-written problems that were inspired by events in a video publicly available online. While our previous studies have showcased positive attitudes related to engineering, high engagement, and rigor of the YouTube problems, the current study examines a subset of problems related to one major course topic, namely vapor-liquid equilibrium. The cohorts include engineering students from a public university who were assigned homework problems as part of a material and energy balance course. Two constructs were explored: problem solving and perception of problem difficulty. The study adopted an established and validated rubric to quantify performance in relevant stages of problem solving, including problem identification, representation, organization, calculation, solution completion, and solution accuracy. While problem solving can be influenced by perception of problem difficulty, the widely used NASA Task Load Index was adopted to measure the problem rigor. This paper will compare textbook and YouTube problem with respect to overall problem-solving ability as well as in each stage of problem solving. Furthermore, we will investigate whether disparities exist in students’ perceptions when solving vapor-liquid equilibrium problems.
Asogwa, U., & Duckett, T. R., & Liberatore, M. W. (2021, March), Student problem solving on Textbook and YouTube Problems pertaining to Vapor Liquid Equilibrium Paper presented at 2021 ASEE North Central Section Conference, University of Toledo, Ohio. https://peer.asee.org/36351
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