Al Mezrakchi, R., & Al-Ramthan, A. (2022, March), The Impact of collaborative learning strategies on Engineering Students’ Ability to Problem Solve and Apply Theories to Practical Applications  Paper presented at 2022 ASEE Gulf Southwest Annual Conference, Prairie View, Texas. 10.18260/1-2--39211

\bibitem{asee_peer_39211}
  Al Mezrakchi, R., \& Al-Ramthan, A. (2022, March), \emph{The Impact of collaborative learning strategies on Engineering Students’ Ability to Problem Solve and Apply Theories to Practical Applications}
  Paper presented at 2022 ASEE Gulf Southwest Annual Conference, Prairie View, Texas.
  10.18260/1-2--39211

Ruaa Al Mezrakchi and Ahmed Al-Ramthan.  "The Impact of collaborative learning strategies on Engineering Students’ Ability to Problem Solve and Apply Theories to Practical Applications".  2022 ASEE Gulf Southwest Annual Conference, Prairie View, Texas, 2022, March.  ASEE Conferences, 2022.  https://peer.asee.org/39211 Internet.  21 Dec, 2024

\bibitem{asee_peer_39211}
  Ruaa Al Mezrakchi and Ahmed Al-Ramthan.
  "The Impact of collaborative learning strategies on Engineering Students’ Ability to Problem Solve and Apply Theories to Practical Applications".
  \emph{2022 ASEE Gulf Southwest Annual Conference, Prairie View, Texas, 2022, March}.
  ASEE Conferences, 2022.
  https://peer.asee.org/39211 Internet.  21 Dec, 2024

@INPROCEEDINGS{asee_peer_39211
author = "Ruaa Al Mezrakchi and Ahmed Al-Ramthan"
title = "The Impact of collaborative learning strategies on Engineering Students’ Ability to Problem Solve and Apply Theories to Practical Applications"
booktitle = "2022 ASEE Gulf Southwest Annual Conference"
year = "2022"
month = "March"
address = "Prairie View, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/39211}
number = {10.18260/1-2--39211}
}

TY  - CPAPER
AB  - The Impact of collaborative learning strategies on Engineering Students’ Ability to Problem Solve and Apply Theories to Practical Applications

Abstract:

Teaching is a demanding mission and complex task. Several teaching methods have been implemented to enhance students’ learning outcomes and deliver materials most effectively. Most of those studies focused on students in the fields of education. There has been a lack in observing those methodologies in the engineering fields. Engineering is one of the challenging fields and requires additional efforts and new creative ways in delivering the materials to ensure optimal outcomes. This requires additional efforts associated with employing various teaching strategies. Additional data is required in the field of engineering to evaluate the optimal teaching pedagogies that can fit various engineering topics and the nature of engineering classrooms. This study focused on the impact of collaborative learning strategies on engineering students’ ability to problem solve and apply theories to practical applications. Statics course is considered one of the core courses and the challenging courses for students in the fields of Mechanical, Civil, Environmental Engineering. Think-Pair-Share TPS pedagogy was adopted as a teaching tool in this course to enhance students’ ability to understand the course contents. TPS is one of the active learning methodologies that showed promising outcomes in the field of education. However, its influence on the engineering field in general and Statics course in specific is still ambiguous and yet to be explored. A mixed-method approach was used in collecting and analyzing the data. The study showed that this interactive pedagogy reflected an increase in students’ performance over traditional lectures.

AU  - Ruaa Al Mezrakchi
AU  - Ahmed Al-Ramthan
CY  - Prairie View, Texas
DA  - 2022/03/16
PB  - ASEE Conferences
TI  - The Impact of collaborative learning strategies on Engineering Students’ Ability to Problem Solve and Apply Theories to Practical Applications
UR  - https://peer.asee.org/39211
DO  - 10.18260/1-2--39211
ER  -