Active learning application in engineering education: effect on student performance using repeated measures experimental design

Abstract

ABSTRACT The purpose of this article is to present the methodology and the results of active learning application in an Engineering Education institution in Brazil, using repeated measures experimental design. It involved taking course samples from 7 engineering programs, providing 6 classes, 202 participant students and 296 class-hours. The design had a strict implementation plan where each course content was taught in two subsequent stages using traditional and active learning approaches respectively. Similar grade assessments were applied to both stages. The classes were observed using a classroom observation protocol, to check for the profile change from passive to active in-class behaviours. The consolidated results demonstrated that student performance in the second assessment was 14% better, after the application of active learning techniques (~40% of the grades standard deviation). The article aims to contribute to current research and inform future studies about the effectiveness of active learning methods in Engineering Education.