Work-in-Progress Study on the Impact of Study Sheet Quality on Academic Performance: A Case Study in an “Engineered Systems in Society” Course Examination.
- Conference
- Location
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Marietta, Georgia
- Publication Date
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March 10, 2024
- Start Date
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March 10, 2024
- End Date
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March 12, 2024
- Page Count
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7
- DOI
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10.18260/1-2--45588
- Permanent URL
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https://peer.asee.org/45588
- Download Count
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84
Paper Authors
ISAAC DAMILARE DUNMOYE University of Georgia
Dunmoye Isaac is an Engineering Education Ph.D. student, in the College of Engineering, University of Georgia. His area of research focuses on students' learning, cognition and engagement in virtual and online learning environments. He is interested in qualitative, quantitative and mixed methodology research that are needed for proper design of instructional material, necessary for harnessing and experimenting the multidisciplinary nature of engineering context to make engineering education suitable for the 21st century.
VINCENT OLUWASETO FAKIYESI University of Georgia
Vincent Oluwaseto Fakiyesi received the B.Tech. degree in chemical engineering from the
Ladoke Akintola University of Technology, Ogbomosho, Oyo State, , Nigeria in 2015, and He is presently a Doctoral Students at Engineering Education Transformative Institute at the University of Georgia College of Engineering.
Wayne Johnson
University of Georgia
orcid.org/0000-0001-9897-2366
Wayne M. Johnson is a Senior Lecturer in the School of Environmental, Civil, Agricultural and Mechanical Engineering at the University of Georgia (UGA) in Athens, GA. Prior to joining UGA in 2022, he was a Professor of Mechanical Engineering at Georgia Southern University-Armstrong Campus, Savannah GA. He received his Ph.D. and M.S. in Mechanical Engineering from Georgia Institute of Technology and his B.S. in Mechanical Engineering (Cum Laude) from Louisiana State University. He has published 16 papers in peer-reviewed journals, 28 papers in peer-reviewed conference proceedings, and given 12 technical presentations on various topics including: additive manufacturing, mechatronics, biomechanics, and engineering education. He currently teaches the Engineered Systems In Society, Mechanical Engineering Professional Practice, and Capstone Design I and II courses.
Dominik May
University of Georgia
orcid.org/0000-0001-9860-1864
Dr. May serves as a Professor for Technical Education and Engineering Education Research at the School of Mechanical Engineering and Safety Engineering at University of Wuppertal. His work revolves around generating both fundamental and practical knowledge that defines, informs, and enhances the education of engineers.
His primary research thrust centers around the development, implementation, practical utilization, and pedagogical value of online laboratories. These laboratories span a range of formats, including remote, virtual, and cross-reality platforms. Dr. May's scholarly pursuits extend into the sphere of online experimentation, particularly within the context of engineering and technical education. Prior to his role at the University of Wuppertal, Dr. May held the position of Assistant Professor within the Engineering Education Transformations Institute at the University of Georgia (Athens, GA, USA).
Central to Dr. May's scholarly endeavors is his commitment to formulating comprehensive educational strategies for Technical and Engineering Education. His work contributes to the establishment of an evidence-based foundation that guides the continual transformation of Technical and Engineering Education. Additionally, Dr. May is actively involved in shaping instructional concepts tailored to immerse students in international study contexts. This approach fosters intercultural collaboration, empowering students to cultivate essential competencies that transcend cultural boundaries.
Beyond his academic role, Dr. May assumes the position of President at the "International Association of Online Engineering (IAOE)," a nonprofit organization with a global mandate to advocate for the broader advancement, distribution, and practical application of Online Engineering (OE) technologies. His leadership underscores his commitment to leveraging technological innovation for societal progress. Furthermore, he serves as the Editor-in-Chief for the "International Journal of Emerging Technologies in Learning (iJET)," a role that facilitates interdisciplinary discussions among engineers, educators, and engineering education researchers. These discussions revolve around the interplay of technology, instruction, and research, fostering a holistic understanding of their synergies.
Dr. May is an active member of the national and international scientific community in Engineering Education Research. He has also organized several international conferences himself – such as the annual "International Conference on Smart Technologies & Education (STE)" – and serves as a board member for further conferences in this domain and for several Divisions within the American Society for Engineering Education.
Abstract
This work-in-progress study explores the impact of the quality of study sheets on student performance in an “Engineered Systems in Society” course examination. The students prepared and used the study sheets for their spring 2023 mid-semester examination. The quality of the sheets was coded based on the depth of instructional content and organization. The students’ performance was measured by the percentage scores they obtained on the examination. In this study, we analytically linked the coded quality of the submitted study sheets with students’ examination performance. This study’s findings show that students who prepared study sheets with medium and high levels of detail achieved a distinction grade while at least one (1) student who either prepared a study sheet with low details or did not prepare any study sheet scored below the distinction grade. Thus, this study validates past research that preparing and using study sheets for examinations positively impacts students’ performance. In a future study, we plan to conduct an experimental study to establish a causal relationship between the study sheets and performance. The findings of this research are expected to encourage purposeful studying habits among students, thereby contributing to their academic success.
DUNMOYE, I. D., & FAKIYESI, V. O., & Johnson, W., & May, D. (2024, March), Work-in-Progress Study on the Impact of Study Sheet Quality on Academic Performance: A Case Study in an “Engineered Systems in Society” Course Examination. Paper presented at 2024 South East Section Meeting, Marietta, Georgia. 10.18260/1-2--45588
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