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Engineering tertiary courses that reflect professional activity mandate the successful application of theorems and concepts in order to solve technical problems. This graduate skill is typically assessed during student problem-solving activities. Furthermore, both collaborative learning and the interactive study method known as self-explanation have been identified, by researchers, as techniques that enhance student learning. In the reported longitudinal study, students shared their solutions to problem-solving exercises with a version of self-explanation in a collaborative environment. The research investigated the effects of the intervention on student outcomes as reflected in their assessment results. In 2013, the weekly tutorial content, for a first-year electronics course, was reworked with a focus on problem-solving activities. During these sessions the students were engaged by asking them to share electronically, or via a document camera, their prepared solutions to problems that should have been attempted prior to attending. The data collected included the scores these students obtained for each of the assessable components for the course in semester one 2013, 2014, 2016 and semester two in 2016. This data were analyzed by comparing results with those of the 2012 cohort. Week-by-week tutorial attendances showed similar trending in all semesters. The mean total mark, mean exam mark and the mean laboratory mark consistently maintained improvement over those of 2012; while the mean tutorial participation mark and the mean assignment mark were consistently worse (except for the 2014 cohort) than the corresponding ones for 2012.

universal journal of educational research

Back to Basics, Again and Again and Again: A Longitudinal Investigation of the Effects Problem-based Tutorial Sessions Have on Student Learning Outcomes