Development of Instructional Systems for Teaching an Electricity and Magnetism Course for Engineers.

Techniques for the prediction, measurement, and improvement of student performance were examined in an introductory physics course required for engineering majors. The contributions of this study include (1) the application of a statistical technique for predicting performance, (2) a computer program for training basic problem-solving skills, and (3) evidence for the value of training with complex homework problems. The prediction of performance was calculated using the method of discriminant analysis and data from the student’s academic record. Specifically, this method predicted the chance of a satisfactory grade or a risk of failure using the student’s grade point average (GPA) at entry to the course and grades in certain preceding technical courses. The technique was successful in predicting outcome of the course for over 70% of the students and provided a baseline of anticipated performance against which the results of an intervention could be measured. Improvement of performance resulted from two intervention techniques that modified the students’ out-of-class assignments. The first intervention was Precision Teaching; a modification of homework exercises designed to improve basic skills in problem solving. Evaluation of this intervention indicated that class performance improved substantially; the number of students failing the course dropped to about one-half of that predicted by the discriminant analysis technique and overall class performance improved by almost one letter grade. The second intervention was based on the use of complex, multi-step homework problems designed to discourage “matching” of problems to operational formulae in the text. Evaluation of this intervention indicated that student performance on specific parts of the curriculum improved by 10%–20%. Both of these techniques resulted in significant improvement in performance largely on the final examinations.

[1]  E. S. Gilbert.  On Discrimination Using Qualitative Variables , 1968 .

[2]  R. Reynolds,et al.  Typology as a Moderating Variable in Success in Science , 1970 .

[3]  H. Simon,et al.  The mind's eye in chess. , 1973 .

[4]  R. Schmeck,et al.  Development of a Self-Report Inventory for Assessing Individual Differences in Learning Processes , 1977 .

[5]  Barbara G. Ferrell,et al.  A factor analytic comparison of four learning-styles instruments , 1983 .

[6]  Donald R. Woods,et al.  Characteristics of Engineering Students in Their First Two Years. , 1984 .

[7]  Walter Schneider,et al.  Training High-Performance Skills: Fallacies and Guidelines , 1985 .

[8]  I. B. Myers.  Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator , 1985 .

[9]  John R. Anderson,et al.  Skill Acquisition: Compilation of Weak-Method Problem Solutions. , 1987 .

[10]  B. Ross.  This is like that: The use of earlier problems and the separation of similarity effects. , 1987 .

[11]  C. Binder.  Precision Teaching: Measuring and Attaining Exemplary Academic Achievement , 1988 .

[12]  James Levin,et al.  Findings--Effective Advising: Identifying Students Most Likely to Persist and Succeed in Engineering. , 1988 .

[13]  L. Hedges.  The meta-analysis of test validity studies: Some new approaches , 1988 .

[14]  William M. Beneke.  Precision Teaching to Enhance Reading Skills of Introductory Psychology Students , 1991 .

[15]  Thomas Andre,et al.  Use of a Microcomputer Simulation and Conceptual Change Text to Overcome Student Preconceptions about Electric Circuits. , 1992 .

[16]  D. A. Johnson,et al.  Test-retest reliabilities of the Myers-Briggs Type Indicator and the Type Differentiation Indicator over a 30-month period. , 1992 .

[17]  E. W. Thomas.  Performance Prediction and Enhancement in an Introductory Physics Course for Engineers , 1993 .

[18]  Lillian C. McDermott.  Guest Comment: How we teach and how students learn—A mismatch? , 1993 .

[19]  J. Cornwell,et al.  Kolb'S Learning Style Theory Revisited , 1994 .

[20]  E. W. Thomas,et al.  Enhancement of intuitive reasoning through precision teaching and simulations , 1995, Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century.

[21]  E. W. Thomas,et al.  Subgoal identification and error analysis in problem solving , 1996, Technology-Based Re-Engineering Engineering Education Proceedings of Frontiers in Education FIE'96 26th Annual Conference.

[22]  C. Binder.  Behavioral Fluency: Evolution of a New Paradigm , 1996, The Behavior analyst.

[23]  Arnold B. Arons,et al.  Teaching Introductory Physics , 1996 .

[24]  P. Rosati.  Students' psychological type and success in different engineering programs , 1997, Proceedings Frontiers in Education 1997 27th Annual Conference. Teaching and Learning in an Era of Change.

[25]  Cynthia J. Atman,et al.  Characteristics of Freshman Engineering Students: Models for Determining Student Attrition in Engineering , 1997 .