Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses

Date

2022-07-30

Authors

Torres, Anthony
Hu, Jiong
Sriraman, Vedaraman
Martinez Ortiz, Araceli
Membrillo-Hernández, Jorge

Journal Title

Journal ISSN

Volume Title

Publisher

Gate Association for Teaching and Education

Abstract

The goal of this study is to assess the effectiveness of a Problem-Based Learning (PBL) pedagogy that was implemented in two different concrete construction courses. Both courses are a part of an industry focused four-year undergraduate concrete degree program. One of the classes focused on concrete problems, diagnosis, and repair of existing concrete, while the other class focused on handling and management methods of various concrete mixtures. In both courses, a PBL pedagogy was implemented such that students were self-learning and discovering the knowledge through an action-research case study. The action-research case study was specific to the course outcomes relevant to each course, but were assessed similarly. A total of eight different assessment methods were implemented across both courses’ multiple times from 2012 – 2019. The results showed that the students are highly benefiting from the PBL pedagogy, which was indicated across all assessment methods. Each assessment technique provided a unique insight into student comprehension or benefits of the PBL pedagogy. The most beneficial assessment techniques were; pre- and post-student assessment, level of understanding and confidence, pre- and post-objective student assessment, and report assessment. These four assessment techniques provide both direct (objective) and indirect (subjective) assessment, while only requiring four total surveys.

Description

Keywords

assessment, problem based learning, active learning, concrete, construction, engineering

Citation

Torres, A., Hu, J., Sriraman, V., Martinez Ortiz, A., & Membrillo-Hernández, J. (2022). Assessing the effectiveness of problem-based learning across two concrete construction courses. International Journal of Instruction, 15(4), 473-496. https://doi.org/10.29333/iji.2022.15426a

Department

Biomedical Engineering and Chemical Engineering
Interdisciplinary Learning and Teaching
Engineering Education