The relevant factors in the Teaching-Learning Process of Design of Experiments

Experimentation in engineering is an active experience full of excitements in order to pursuit new findings or to find new answers to certain hypothes is previously stated. The same spirit should exist in the Teaching Learning Process of Design of Experiments (DOE): active, enthusiastic, dynamic and systemic. This paper resumes the findings of an experiment aimed to discover the relevant factors in making efficient t he Teaching Learning Process in a course of Design of Experiments in a bachelor curriculum. Using the statistical design of experiment methodol ogy, a 2k-1 experiment was conducted (a half fraction of f our factors, each with two levels and a IV resolution) in a course of 40 students arranged in 8 sub-groups. The project was developed using a six steps methodology : a) defining the problem, b) selecting the proper varia bles, c) designing the experiment, d) running the experiment, e) analyzing the results and f) making conclusions and recommendations. The results was a mathematical model that expresses the desired output variable Y as a function of the next relevant factors in a Teaching-Learning process: 1 ) Use active didactic strategies (Problem Based Learning) , 2) Deliver relatively high homework, and 3) Give opportune feed back to the individual student work performance. Controlling these elements the learning process can be successfully performed.