Open-Topic Project-Based Learning and Its Gender-Related Effect on Students’ Exam Performance in Engineering Mechanics
Publication: Journal of Civil Engineering Education
Volume 149, Issue 3
Abstract
As a learner-centered pedagogy, project-based learning (PBL) is recognized to improve students’ engagement and long-term learning effectiveness. The present PBL practices are based on instructor-defined topics and are assigned as a partial or full substitution of traditional assessments. Here, open-topic PBL as an opt-in activity is proposed and was applied to the teaching settings of engineering mechanics. The goal is to promote students’ learning outcomes while shaping an inclusive learning environment. The intervention was introduced to the sophomore course Statics and Dynamics as an extra-credit group assignment complementing traditional exams. Participation was voluntary, and the project topics were student-defined based on real-life examples. The learning outcomes were evaluated by comparing students’ improvements in exam scores between two study periods of the same semester, with the intervention applied only to the second. Results show that the intervention was successful overall and confirmed the positive influence of open-topic PBL on students’ exam scores. The intervention’s effectiveness was found to be gender-dependent; female students exhibited a higher participation rate and greater improvement on exams than their male counterparts. Moreover, lower-performing students before the intervention displayed a significant improvement after participation and contributed to a noticeable reduction in the class standard deviation. Keeping topics open and participation optional thus is recommended for PBL to account for students’ individual uniqueness and to offer the flexibility to strategize every student’s own learning approach suited to their unique situation.
Get full access to this article
View all available purchase options and get full access to this article.
Data Availability Statement
All data, models, or code that support the findings of this study are available from the corresponding author upon reasonable request.
References
Al-Holou, N., N. M. Bilgutay, C. Corleto, J. T. Demel, R. Felder, K. Frair, J. E. Froyd, M. Hoit, J. Morgan, and D. L. Wells. 1999. “First-year integrated curricula: Design alternatives and examples.” J. Eng. Educ. 88 (4): 435–448. https://doi.org/10.1002/j.2168-9830.1999.tb00471.x.
Alves, A. C., C. P. Leão, F. Moreira, and S. Teixeira. 2018. “Project-based learning and its effects on freshmen social skills in an engineering program.” In Human capital and competences in project management, 9–26. Rijeka, Croatia: InTech.
Alves, A. C., F. Moreira, C. P. Leão, and S. Fernandes. 2020. “Ten years of positive feedback on project-based learning from first-year engineering students’ perspective.” In Proc., Int. Mechanical Engineering Congress and Exposition. New York: ASME.
Anderson, L. W., D. R. Krathwohl, P. W. Airasian, K. A. Cruikshank, R. E. Mayer, P. R. Pintrich, J. Raths, and M. C. Wittrock. 2001. A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.
Atadero, R. A., K. E. Rambo-Hernandez, and M. M. Balgopal. 2015. “Using social cognitive career theory to assess student outcomes of group design projects in statics.” J. Eng. Educ. 104 (1): 55–73. https://doi.org/10.1002/jee.20063.
Balash, C., S. Richardson, F. Guzzomi, and A. Rassau. 2020. “Engineering Mechanics: Adoption of project-based learning supported by computer-aided online adaptive assessments—Overcoming fundamental issues with a fundamental subject.” Eur. J. Eng. Educ. 45 (6): 809–820. https://doi.org/10.1080/03043797.2019.1664413.
Beier, M. E., M. H. Kim, A. Saterbak, V. Leautaud, S. Bishnoi, and J. M. Gilberto. 2019. “The effect of authentic project-based learning on attitudes and career aspirations in STEM.” J. Res. Sci. Teach. 56 (1): 3–23. https://doi.org/10.1002/tea.21465.
Boylan-Ashraf, P. C. 2020. “Changing the paradigm in teaching statics.” J. STEM Educ. Innov. Res. 21 (2): 27–34.
Chen, C.-H., and Y.-C. Yang. 2019. “Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators.” Educ. Res. Rev. 26 (Jun): 71–81. https://doi.org/10.1016/j.edurev.2018.11.001.
Cheng, W., and M. Warren. 2000. “Making a difference: Using peers to assess individual students’ contributions to a group project.” Teach. Higher Educ. 5 (2): 243–255. https://doi.org/10.1080/135625100114885.
Coller, B. 2008. “An experiment in hands-on learning in engineering mechanics: Statics.” Int. J. Eng. Educ. 24 (3): 545.
Connor, A., S. Karmokar, and C. Whittington. 2015. “From STEM to STEAM: Strategies for enhancing engineering & technology Education.” Int. J. Eng. Pedagogy 5 (2): 37–47.
Crawley, E., J. Malmqvist, S. Ostlund, D. Brodeur, and K. Edstrom. 2007. “Rethinking engineering education.” CDIO Approach 302 (2): 60–62. https://doi.org/10.1007/978-0-387-38290-6.
Dunbar, R. L., M. J. Dingel, L. F. Dame, J. Winchip, and A. M. Petzold. 2018. “Student social self-efficacy, leadership status, and academic performance in collaborative learning environments.” Stud. Higher Educ. 43 (9): 1507–1523. https://doi.org/10.1080/03075079.2016.1265496.
Felder, R. M., R. Brent, and M. J. Prince. 2011. “Engineering instructional development: Programs, best practices, and recommendations.” J. Eng. Educ. 100 (1): 89–122. https://doi.org/10.1002/j.2168-9830.2011.tb00005.x.
Felder, R. M., and R. G. Hadgraft. 2013. “Educational practice and educational research in engineering: Partners, antagonists, or ships passing in the night.” J. Eng. Educ. 102 (3): 339–345. https://doi.org/10.1002/jee.20015.
Fini, E. H., F. Awadallah, M. M. Parast, and T. Abu-Lebdeh. 2018. “The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses.” Eur. J. Eng. Educ. 43 (3): 473–488. https://doi.org/10.1080/03043797.2017.1393045.
Fox, G. A., P. Weckler, and D. Thomas. 2015. “Linking first-year and senior engineering design teams: Engaging early academic career students in engineering design.” Adv. Eng. Educ. 13 (3).
Frank, M., I. Lavy, and D. Elata. 2003. “Implementing the project-based learning approach in an academic engineering course.” Int. J. Technol. Des. Educ. 13 (3): 273–288. https://doi.org/10.1023/A:1026192113732.
Gol, O., and A. Nafalski. 2007. “Collaborative learning in engineering education.” Glob. J. Eng. Educ. 11 (2).
Heitmann, G. 1996. “Project-oriented study and project-organized curricula: A brief review of intentions and solutions.” Eur. J. Eng. Educ. 21 (2): 121–131. https://doi.org/10.1080/03043799608923395.
Hoit, M., and M. Ohland. 1998. “The impact of a discipline-based introduction to engineering course on improving retention.” J. Eng. Educ. 87 (1): 79–85. https://doi.org/10.1002/j.2168-9830.1998.tb00325.x.
Li, M., and J. Campbell. 2008. “Asian students’ perceptions of group work and group assignments in a New Zealand tertiary institution.” Intercultural Educ. 19 (3): 203–216. https://doi.org/10.1080/14675980802078525.
Marra, R. M., D. J. Hacker, and C. Plumb. 2021. “Metacognition and the development of self-directed learning in a problem-based engineering curriculum.” J. Eng. Educ. 111 (1): 137–161. https://doi.org/10.1002/jee.20437.
Martin, R., B. Maytham, J. Case, and D. Fraser. 2005. “Engineering graduates’ perceptions of how well they were prepared for work in industry.” Eur. J. Eng. Educ. 30 (2): 167–180. https://doi.org/10.1080/03043790500087571.
Meadows, L. A., R. Fowler, and E. S. Hildinger. 2012. “Empowering students with choice in the first year.” In Proc., 2012 ASEE Annual Conf. & Exposition. Washington, DC: American Society for Engineering Education.
Mills, J. E., and D. F. Treagust. 2003. “Engineering education—Is problem-based or project-based learning the answer.” Aust. J. Eng. Educ. 3 (2): 2–16.
Nguyen, H., L. Wu, C. Fischer, G. Washington, and M. Warschauer. 2020. “Increasing success in college: Examining the impact of a project-based introductory engineering course.” J. Eng. Educ. 109 (3): 384–401. https://doi.org/10.1002/jee.20319.
Nielsen, W., E. K. Chan, and N. Jahng. 2010. “Collaborative learning in an online course: A comparison of communication patterns in small and whole group activities.” J. Distance Educ. 24 (2): 39–58.
Palmer, S., and W. Hall. 2011. “An evaluation of a project-based learning initiative in engineering education.” Eur. J. Eng. Educ. 36 (4): 357–365. https://doi.org/10.1080/03043797.2011.593095.
Stump, G. S., J. C. Hilpert, J. Husman, W. T. Chung, and W. Kim. 2011. “Collaborative learning in engineering students: Gender and achievement.” J. Eng. Educ. 100 (3): 475–497. https://doi.org/10.1002/j.2168-9830.2011.tb00023.x.
Sun, Z., R. Liu, L. Luo, M. Wu, and C. Shi. 2017. “Exploring collaborative learning effect in blended learning environments.” J. Comput. Assist. Learn. 33 (6): 575–587. https://doi.org/10.1111/jcal.12201.
Treadway, E., J. Swenson, and A. W. Johnson. 2021. “Open-ended modeling group projects in introductory statics and dynamics courses.” In Proc., Paper Presented at 2021 ASEE Virtual Annual Conf. Content Access, 1–11. Washington, DC: American Society for Engineering Education.
Vest, C. M. 2005. Educating engineers for 2020 and beyond. Washington, DC: National Academy of Engineering.
Vrugt, A., and F. J. Oort. 2008. “Metacognition, achievement goals, study strategies and academic achievement: Pathways to achievement.” Metacognition Learn. 3 (2): 123–146. https://doi.org/10.1007/s11409-008-9022-4.
Information & Authors
Information
Published In
Copyright
© 2023 American Society of Civil Engineers.
History
Received: Sep 18, 2022
Accepted: Dec 16, 2022
Published online: Feb 20, 2023
Published in print: Jul 1, 2023
Discussion open until: Jul 20, 2023
ASCE Technical Topics:
Authors
Metrics & Citations
Metrics
Citations
Download citation
If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download.