Improving Performance in Thermodynamics: Integrating Learning by Teaching Pedagogy

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Campagni, J. (2015). Improving Performance in Thermodynamics: Integrating Learning by Teaching Pedagogy. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

Historically, Thermo is perceived to be the most challenging course in the MET Curriculum at UNC Charlotte. The complexity and difficulties of this course have contributed to the some of the highest DFW rates compared to any other courses offered within the MET program. One hypothesis contributing to high DFW rates is the pedagogy in which Thermo is taught, which is the foundation of this study. Implementation of LBT in the spring 2014 offering of Thermo was deemed a success. The DFW rate in spring 2014 was reduced by 19 percentage points compared to the DFW rate in spring 2013, which exceeded the target of 10 percentage points. However, only cumulative GPA was a significant predictor of whether a student passed or failed the course. The semester in which students took Thermo was not a significant predictor. Students in the spring 2014 semester also exhibited statistically significant higher final exam averages compared to the 2012 and 2013 semesters. In general, students felt that LBT activities enhanced their learning and application of Thermodynamic concepts. Students had a very positive perception of LBT compared to traditional lecture in that 100% of students would recommend this teaching style to other students.

Details
Author

Campagni, Jamie

Title

Improving Performance in Thermodynamics: Integrating Learning by Teaching Pedagogy

Physical Description

1 online resource (70 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

Historically, Thermo is perceived to be the most challenging course in the MET Curriculum at UNC Charlotte. The complexity and difficulties of this course have contributed to the some of the highest DFW rates compared to any other courses offered within the MET program. One hypothesis contributing to high DFW rates is the pedagogy in which Thermo is taught, which is the foundation of this study. Implementation of LBT in the spring 2014 offering of Thermo was deemed a success. The DFW rate in spring 2014 was reduced by 19 percentage points compared to the DFW rate in spring 2013, which exceeded the target of 10 percentage points. However, only cumulative GPA was a significant predictor of whether a student passed or failed the course. The semester in which students took Thermo was not a significant predictor. Students in the spring 2014 semester also exhibited statistically significant higher final exam averages compared to the 2012 and 2013 semesters. In general, students felt that LBT activities enhanced their learning and application of Thermodynamic concepts. Students had a very positive perception of LBT compared to traditional lecture in that 100% of students would recommend this teaching style to other students.

Genre

masters theses

Subjects--Topics

Engineering
Education

Degree

M.S.

Keywords

Active Learning
Learning by Teaching
Pedagogy
Thermodynamics

Subject Area

Mechanical Engineering

Advisor(s)

Noras, Maciej

Committee Members

Tolley, Patricia
Byars, Nan
Sharer, Deborah

Degree Note

Thesis (M.S.)--University of North Carolina at Charlotte, 2015.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Campagni_uncc_0694N_10837

Permalink

http://hdl.handle.net/20.500.13093/etd:709