Most freshmen in engineering departments link an equation learned in a course as a unique theory specific to the subject and fail to realize that it is part of a more general notion that can be applied to a wide variety of natural phenomena. The students are able to use formulas related to the theory perfectly, but sometimes fail to understand what the basic concepts hidden behind the applications are. As a result, many students do not know how to apply similar formulas in other courses in the department. On the other hand, engineers are problem solvers; they need good critical and creative thinking skills to increase the performance of a process or design a new plant under technical, social, economic, regulatory, and environmental constraints. By consequence, how can engineering students be taught to achieve these goals? Literature has shown that effective teachers have succeeded in making students feel good about school and learning, thus increasing student achievement. Moreover, students in an actively taught class do a better job of learning (memorizing) the material they are exposed to, compared to those in a passively taught section. It is also agreed that motivation is probably the most important factor that educators can target in order to improve learning.
The main objective of this investigation is to quantify the effects of an active learning strategy on the motivation of students in a process control course. Different from the qualitative methodologies previously presented in the literature, the objective of this first quantitate method is an attempt to measure the impact of an active learning strategy on the motivation of students by introducing a motivation factor for each student calculated from the Final Grade Point (FGP) and the Cumulative Grade point average CGPA. In the first part of the investigation, the Relative Performance (RP) of students is used as a new tool to gauge the effects of the active learning strategy on the performance of students. For the second part of this quantitative method, the Dadach Motivation Factor “DMF” is introduced in order to measure the effects of the active learning strategy on the motivation of students. For the validation of this first quantitative method, the final results will be compared to the student survey as a qualitative method.
Inhaltsverzeichnis (Table of Contents)
- ACTIVE LEARNING
- MEASURING STUDENT LEARNING OUTCOMES
- Grades
- Standardized tests
- Pre/post tests
- Analysis of assignments designed to test conceptual understanding
- Observations of students performing a task
- Analysis of student work products
- Senior thesis
- Portfolios compiled over the course of undergraduate study
- COURSE AND TEACHING STRATEGIES
- ASSESSMENT STRATEGY OF THE COURSE
- RELATIVE PERFORMANCE OF STUDENTS
- QUALITATIVE MEASUREMENT OF MOTIVATION
- DADACH MOTIVATION FACTOR
- STUDENT’S SURVEY
- CONCLUSION
- ACKNOWLEDGMENTS
- REFERENCES
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This investigation aims to quantify the effects of an active learning strategy on the motivation of students in a process control course. It introduces a new quantitative method that attempts to measure the impact of active learning on motivation by introducing a motivation factor for each student. This factor is calculated from the Final Grade Point (FGP) and the Cumulative Grade Point Average (CGPA).
- The effectiveness of active learning strategies in improving student motivation and performance.
- The development of a new quantitative method to measure motivation in engineering education.
- The application of the Dadach Motivation Factor (DMF) as a tool to assess the effects of active learning on student motivation.
- The comparison of qualitative and quantitative methods for assessing student motivation.
- The implications of these findings for improving teaching and learning in engineering education.
Zusammenfassung der Kapitel (Chapter Summaries)
- ACTIVE LEARNING: This chapter discusses the importance of active learning strategies in enhancing student motivation and engagement. It examines various active learning methods, including problem-based learning, cooperative learning, and the use of analogies. The chapter also highlights the benefits of active learning, such as increased student involvement, higher-order thinking, and improved motivation.
- MEASURING STUDENT LEARNING OUTCOMES: This chapter explores different methods for assessing student learning, categorizing them as direct and indirect measures. Direct measures directly assess student performance through assignments, exams, and observations, while indirect measures capture student perceptions and feedback. The chapter emphasizes the importance of combining direct and indirect measures to create a comprehensive assessment program.
- COURSE AND TEACHING STRATEGIES: This chapter provides details about the Process Control course (CHEM N 304) and the active learning strategies implemented. It describes the specific teaching methods employed, including the use of analogies, open-ended questions, video demonstrations, group activities, and laboratory experiments.
- ASSESSMENT STRATEGY OF THE COURSE: This chapter outlines the assessment strategy used in the Process Control course, including the weightage assigned to different assessments such as exams, lab experiments, case studies, and the final project. It also discusses the assumptions underlying the assessment process and the college’s grading system.
- RELATIVE PERFORMANCE OF STUDENTS: This chapter introduces a new tool called Relative Performance (RP) to analyze student performance in the process control course in relation to their overall academic performance. It presents Equation (1) to calculate RP and analyzes the distribution of student performance based on their CGPA.
- QUALITATIVE MEASUREMENT OF MOTIVATION: This chapter reviews existing qualitative methods for measuring student motivation, including surveys and interviews. It explores different motivational theories, such as Vroom’s theory, and discusses the use of questionnaires to assess intrinsic and extrinsic motivation.
- DADACH MOTIVATION FACTOR: This chapter introduces the Dadach Motivation Factor (DMF) as a new quantitative method to measure the impact of active learning on student motivation. It uses an analogy with Ohm’s law to explain the concept of motivation as a driving force that overcomes resistance in the learning process. The chapter also provides Equation (6) to calculate the DMF and analyzes the results of the investigation.
- STUDENT’S SURVEY: This chapter presents the results of a student satisfaction survey conducted at the end of the semester. It examines student feedback on various aspects of the course, including the active learning strategies, teaching style, and overall satisfaction. The chapter analyzes the survey data to understand student perspectives on the effectiveness of the teaching methods.
Schlüsselwörter (Keywords)
The primary keywords and focus topics of this investigation are: active learning, motivation, engineering education, quantitative measurement, Dadach Motivation Factor (DMF), process control, student performance, assessment, and teaching strategies. The research centers on developing a new quantitative method to assess the impact of active learning strategies on student motivation in the context of an engineering process control course.
- Arbeit zitieren
- Zin Eddine Dadach (Autor:in), 2013, First Quantitative Measurement of Motivation. Study of the Effects of Active Learning Strategies, München, GRIN Verlag, https://www.grin.com/document/419631
