Evaluation of a new engineering teaching approach through a quasi-experimental study and student perceptions

Abstract

This study evaluates an innovative teaching methodology that deviates from both traditional lectures and common flipped classroom models. While it shares the principle of shifting core content delivery to pre-class videos, its innovation lies in the in-person class. This class is preserved as a theoretical class, replacing slide presentations with live demonstrations, physical materials and fluid discussions that adapt to students’ questions. The foundational content is provided by videos professionally created and uploaded to the educational YouTube channel. A quasi-experimental study was conducted to quantify the impact of the methodology. Participants (N = 13 for control, N = 10 for experimental) were students from the Bachelor's in Informatics and Computing Engineering, a cohort strategically chosen to ensure no prior knowledge of the topic. Results revealed a statistically significant improvement (p-value = 0.011) in performance for the experimental group, with a two-way ANOVA confirming that “Teaching methodology” was the sole factor with a significant main effect. Additionally, two surveys were conducted with students from the Materials course in the bachelor's in Industrial Engineering and Management, who were taking one of the courses following the new methodology. One survey was applied at the end of the first part of the course and another during the final week of classes. This allowed the evaluation of student perceptions at different points in their learning journey, providing insight into how the methodology influenced engagement and comprehension over time. Qualitative data from 13 student interviews revealed that the methodology was widely valued and desired to be implemented in other courses. The interviews with professors confirmed the methodology's benefits, also revealing that the videos served as a crucial tool for their own class preparation. Although the current applications have been within engineering programs, the underlying principles of combining digital preparation with interactive and discussion-based theoretical sessions are broadly applicable across disciplines. Future work should explore this potential in varied educational contexts.