Abstract
An experimental teaching strategy was employed in a three-quarter introductory Electrical Engineering course. The system was designed to combine the best features of PSI (Proctoral System of Instruction, also known as the Keller Method) and the conventional system, in the context of engineering education. The most important feature is that it allows students to master every assigned problem and rewards them for that mastery. It was found that a very high percentage of students will take advantage of this opportunity. The percentage of students successfully completing the course was high-73%. The experiment was an exploratory one; no control group was employed. Therefore, the net pedagogical impact is not known. But it is known that the system is highly liked by students and is very good for morale.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
