Learning From Case-Based Instruction in Engineering: Does Confidence Predict Learning?

• In Event: 51.028 - Teaching and Learning Engineering in K–12 Contexts

Abstract

The goal of this study was to examine relationship between students’ perceptions of their own learning and engagement with their actual learning performance for case-based instruction and traditional lecture-based approaches. Thirty-five students enrolled in an undergraduate engineering course participated in the study. The study utilized a within subjects A-B-A-B experimental design with traditional lecture as the baseline condition and case-based instruction as the experimental condition. Participants completed a quiz to assess their learning and a survey to measure their perceptions of learning and engagement. Results suggested that students’ perceptions about their own learning did not predict their actual learning outcomes while their perceptions of engagement predicted their conceptual understanding. We provide implications for faculty and researchers interested in case-based instruction.

Authors

• Aman Yadav, Michigan State University

• Swati Mehta, Michigan State University