The effects of Direct and Problem-based Learning in Engineering graphics

Brian Matthews*
senior lecturer in School of EngineeringfCivil Engineering) at the University of Birmingham,Edgbaston,Birmingham.B15 2TT,UK
Periodicity:May - July'2006
DOI : https://doi.org/10.26634/jfet.1.4.987

Abstract

This study used a teaching pedagogy of problem based learning (PBL) to compare any significant change in knowledge, skills and attitude in comparison to the traditional teaching of engineering graphics. The quasi-experimental study sample comprised forty eight (N=48) students in a Foundation of Graphics course at North Carolina State University and involved a pre-test / post-test control group, using single control and single treatment groups of 24 persons per group.

Keywords

How to Cite this Article?

Brian Matthews (2006). The effects of Direct and Problem-based Learning in Engineering graphics. i-manager’s Journal on Future Engineering and Technology, 1(4), 32-41. https://doi.org/10.26634/jfet.1.4.987

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