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

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dc.contributor.authorTorres, Anthony
dc.contributor.authorHu, Jiong
dc.contributor.authorSriraman, Vedaraman
dc.contributor.authorMartinez Ortiz, Araceli
dc.contributor.authorMembrillo-Hernández, Jorge
dc.creator.orcidhttps://orcid.org/0000-0002-3375-1519en_US
dc.date.accessioned2023-09-12T15:49:48Z
dc.date.available2023-09-12T15:49:48Z
dc.date.issued2022-07-30
dc.description.abstractThe 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.en_US
dc.description.departmentBiomedical Engineering and Chemical Engineeringen_US
dc.description.departmentInterdisciplinary Learning and Teaching
dc.description.departmentEngineering Education
dc.identifier.citationTorres, 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.2022.15426aen_US
dc.identifier.issn1308-1470
dc.identifier.otherhttps://doi.org/10.29333/iji.2022.15426a
dc.identifier.urihttps://hdl.handle.net/20.500.12588/2036
dc.language.isoen_USen_US
dc.publisherGate Association for Teaching and Educationen_US
dc.relation.ispartofseriesInternational Journal of Instruction;Vol. 15, No. 4
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectassessmenten_US
dc.subjectproblem based learningen_US
dc.subjectactive learningen_US
dc.subjectconcreteen_US
dc.subjectconstructionen_US
dc.subjectengineeringen_US
dc.titleAssessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Coursesen_US
dc.typeArticleen_US

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