1 / 22

INTRODUCTION International problem. SA. BACKGROUND Industry.

Toward improving the academic performance in National Diploma Mechanical Engineering Thermodynamics 2 students Louw, C Mammen, K.J. INTRODUCTION International problem. SA. BACKGROUND Industry. Possible cause of the situation. International research. PROBLEM STATEMENT

jory
Download Presentation

INTRODUCTION International problem. SA. BACKGROUND Industry.

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Toward improving the academic performance in National Diploma Mechanical Engineering Thermodynamics 2 students Louw, C Mammen, K.J.

  2. INTRODUCTION • International problem. • SA. • BACKGROUND • Industry. • Possible cause of the situation. • International research.

  3. PROBLEM STATEMENT • Alternative teaching and learning methods to improve students performance. • RESEARCH PROBLEMS • Course outcomes. • Current teaching practices. • RATIONALE • Alternative innovations. • SIGNIFICANCE • Students. • More competitive graduates. • Staff can be developed.

  4. RESEARCH QUESTION • Can Guided Inquiry Based Learning (GIBL) assist the National Diploma Mechanical Engineering (NDME) improvement of academic performance and achievement of course outcomes of Thermodynamics 2 (MTHE 2) students? • SUB-QUESTIONS • Did a GIBL program contribute to the improvement of academic performance of selected MTHE 2 students? • How is this performance related to the Key Performance Indicators (KPI’s) developed for this course?

  5. OBJECTIVES • Identify alternative teaching and learning methods. • Implement GIBL as an alternative method. • Develop KPI’s. • KPI measurement.

  6. THEORETICAL FRAMEWORK • Social constructivism – (Vygotsky). • Mismatch between teaching and learning – (Kapadia, 2008). • Active learning improve knowledge retention – (Prince, 2004). • Active learning develops higher order thinking skills – (Ada, 2009). • Critical instructional objectives for 21st century – (Huet et al., 2007). • IBL promotes important engineering skills – (Lee, 2004). • IBL benefits disadvantaged students – (Hmelo-Silver, 2007).

  7. RESEARCH DESIGN AND METHODOLOGY Population: • NDME MTHE 2 students WSU. Sample selection: • Twenty NMDE MTHE 2 students WSU.

  8. Instruments: • Formative assessments – 3 written tests. • Formative assessment – 1 oral test. • Summative assessment - final examination. • KPI’s. • Structured Questionnaire. • Interviews. Pilot study and lessons learned: • Positive results. • Need indicated from students.

  9. Data collection: • Action research. • GIBL. • Assessments: tests, oral test and examination scores. • KPI’s. • Structured Questionnaire. • Interviews.

  10. Limitations/Delimitations: • Student social economic background. • Secondary schools attended. • Student commitment. • Student attitudes. • Gender and ethnicity. • Teaching and learning environment.

  11. CHALLENGES FACED AND STRATEGIES TO SOLVE THEM • New methods of teaching and learning to students. • Resistance from students to accept new approach. • Oral assessment is time consuming. • Projects take up time to visit companies. • IBL requires extra time.

  12. DATA ANALYSIS • PASW for data from tests, exam, questionnaire and KPI’s. • N-Vivo for qualitative data from interviews. • Statistician.

  13. DISCUSSION • Active teaching and learning improves student learning. • Learning pyramid – more activity results in improved knowledge retention. • International universities are introducing active learning.

  14. CONCLUSIONS • Definite need for this investigation. • Innovations enhanced student learning. • Innovations assisted in achieving outcomes measured by KPI’s. • Lecturers can benefit from this. • Engineers are problem solvers. • Questionnaire gave positive feedback. • Interviews emphasized students enjoyment and need for change.

  15. STUDENT PERFORMANCE • 75% of enrolled students obtained examination entry. • 80% of students passed the course. • 60% of enrolled students passed the course. (26% traditional) • 55% achievement of outcomes.

  16. QUESTIONS?

More Related