A Comparison of a Traditional Lecture-based and Online Supplemental Video and Lecture-Based Approach in an Engineering Statics Class

Abstract

This quasi-experimental research study evaluated two intact undergraduate engineering statics classes at a private university in Texas. Students in the control group received traditional lecture, readings and homework assignments. Those in the experimental group also were given access to a complete set of online video lectures and videos demonstrating how each type of mathematical problem was solved through the learning management system. Overall, students in the experimental group perceived course material more positively than those in the control group and felt the additional material was useful. The experimental group had slightly improved cumulative test scores, but these differences were not statistically significant.