Research In Statics Education – Do Active, Collaborative, And Project Based Learning Methods Enhance Student Engagement, Understanding, And Passing Rate?

Studies involving the effect of interactive engagement teaching methods on student performance in the field of physics education research show a significant difference in the understanding of main concepts between a group of non-traditionally taught students and a group of traditionally taught students. However, no such research is published in the area of engineering and statics. This paper describes and analyzes the impact of several active, collaborative, and project-based learning methods on student engagement, understanding, and passing rate in statics classes. This research was done over a period of three semesters. These research-based educational materials and methods were implemented in statics classes, with an enrollment of about 100 students per section. The students were given pre and post Math-Statics Baseline (MSB) tests to determine the gain in understanding statics materials. The results of the test in these classes are compared with the results from traditionally taught classes (lecture classes with typical testing). Also, classroom surveys of student engagement (which have been adapted from the National Survey of Student Engagement) and student ratings of the class using the IDEA instrument were conducted in statics classes. The survey results from an experimental class are compared with the results from a traditional class and also with the university and national averages. The results of this study indicate that when the educational research-based methods and materials were used, student performance on the MSB test has gone up. The average response on the survey of student engagement of the experimental group was significantly higher than the average responses of the traditional class and the university and national averages. The student rating of the experimental classes was significantly higher than the average level of student ratings in the IDEA national database. Also, classroom attendance and passing rates were higher in the experimental classes than the rates in the traditional classes.