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Course Assessment Results

Course Assessment Results

Systematic evaluation of the instructional strategy done with a team composed of statistical and education experts.The LITEE case studies were implemented in classes with students in an experimental group as a treatment, while students taught using traditional teaching methodologies in parallel classes served as the comparison group. The case study methodology and traditional teaching methodologies were regarded as two treatments under the comparison. Answers to survey questions provided by students in the comparison and experimental groups were compared to determine whether there were any significant differences in achieving leadership skills. Results from the evaluation of the Introduction to Engineering is shown below.

 

Section:

Capabilities

Experimental Section, Auburn University

n=51

Control Section, Auburn University

n = 75

Pre Post Pre Post
1. Higher-order cognitive-based problem-solving skills 3.5 (0.6) 3.7** (0.7) 3.5 (0.6) 3.4 (0.7)
2. Persistence to stay in engineering programs 3.2 (0.4) 3.4** (0.5) 3.2 (0.6) 3.1** (0.6)
3. Team working skills 3.4 (0.6) 3.7** (0.8) 3.7 (0.5) 3.5** (0.8)

 

                                       Mean and (Standard Deviation): Introduction to Engineering Course

Scale: 1 – Strongly disagree; 3 – Neither agree nor disagree; 5 – Strongly agree; *** – difference between pre and post means significant at 0.01 level; ** – difference between pre and post means significant at 0.05 level