Cooperative learning, student characteristics, and persistence: an experimental study in an engineering physics course
Cooperative learning, student characteristics, and persistence: an experimental study in an engineering physics course
复制标题
合作学习、学生特征和坚持：工程物理课程的实验研究
DOI：
--
复制
发表时间：
2020
影响因子：
2.3
通讯作者：
D. Morales
中科院分区：
文献类型：
--
作者：
J. M. Cámara;D. Morales
摘要大学工科专业的退学率与新生基础课的不保留率有关。本研究旨在探讨合作学习的成效，以及学生的学习特质、持续性与学业表现。我们在一门工程物理课程中进行了一项学习、持久性和学业成绩的研究，比较了两组不同的教学，一组是传统的，另一组是通过合作学习。此外，我们还分析了学生的特点对结果的影响以及学生对教学的看法。合作学习组的学生在力量概念量表中的标准化平均增益高出72.7%，持久性显著提高，最终成绩与接受传统教学的组相似。以往的教育和学生的原籍社区的规模有显着的影响，对学生的持久性。两组对受试者和讲师的看法相似。
ABSTRACT The dropout rate of university engineering studies is correlated with the absence of retention of freshman in the basic subjects. The aim of this work is to determine the effect of cooperative learning and the characteristics of students on learning, persistence, and academic performance. We have performed a study of learning, persistence and academic performance in an engineering physics course, comparing two groups with different teaching, one traditional and the other through cooperative learning. In addition, we have analysed the influence of the characteristics of the students on the results and the perceptions of the students regarding the teaching. The students of the cooperative learning group had a normalised average gain in the Force Concept Inventory that was 72.7% higher, a significantly higher persistence, and a final grade similar to that of the group receiving traditional teaching. The previous education and the size of the community of origin of the students had a significant effect on the persistence of the students. The perceptions of the subject and lecturer were similar in both groups.