The effects of integrated teaching method on academic achievement and cognitive load in engineering mathematics

2017 IEEE 9th International Conference on Engineering Education (ICEED) Pub Date : 2017-11-01 DOI:10.1109/ICEED.2017.8251167

Chee Sern Lai, M. Alias, D. I. Rosli, L. M. Foong

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引用次数: 1

Abstract

The effects of problem-based learning (PBL) and example-based learning (EBL) techniques have been extensively studied. However, the combination of both teaching techniques has not yet been fully researched. Therefore, this quasiexperimental study was conducted to investigate the effects of using integrated teaching method (EBL+PBL) on academic achievement and cognitive load in Engineering Mathematics. A total of 38 students were assigned to the experimental group (n=18) and control group (n=20). A specifically developed post test was used to measure academic achievement, while NASA-TLX questionnaire was used to gauge cognitive load. The present findings revealed that the combination of EBL+PBL produces positive impact on academic achievement as compared to PBL. However, EBL+PBL induced higher cognitive load especially during assessment. The present research has supported the conclusion that integrating EBL+PBL is effective for teaching Engineering Mathematics. The finding has also provided some insights into how to effectively deliver learning contents that involves mathematical elements such physics, electrical circuit analysis, and solid mechanics.

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综合教学法对工程数学学习成绩和认知负荷的影响

基于问题的学习(PBL)和基于实例的学习(EBL)技术的效果已经得到了广泛的研究。然而，两种教学方法的结合还没有得到充分的研究。为此，本研究旨在探讨综合教学法(EBL+PBL)对工程数学学习成绩和认知负荷的影响。将38名学生分为实验组(n=18)和对照组(n=20)。专门开发的后测用于测量学业成绩，而NASA-TLX问卷用于测量认知负荷。本研究结果表明，与PBL相比，EBL+PBL结合对学业成绩有积极的影响。然而，EBL+PBL会引起更高的认知负荷，尤其是在评估时。本研究支持了EBL+PBL在工程数学教学中有效结合的结论。这一发现也为如何有效地传授涉及物理、电路分析和固体力学等数学元素的学习内容提供了一些见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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2017 IEEE 9th International Conference on Engineering Education (ICEED)

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