Educational Data Clustering in Secondary School Sensor-Based Engineering Courses Using Active Learning Approaches

Abstract

The authors investigated the impact of active learning STEM and STEAM approaches on secondary school students’ general engineering knowledge, intrinsic relevance, and creativity. Three out-of-school sensor-based courses were held successively. Every sensor-based course involved the final project development. A structured questionnaire was administered to 379 students and consisted of two critical factors: creativity and intrinsic relevance. The third factor was dedicated to the students’ engineering learning outcomes. Two factors were addressed to secondary school students, while the third factor was addressed to the tutors’ observations of the students’ general sensor-based knowledge. Clustering validation analysis quantified the obtained results and justified the significant differences in all estimated factors for different educational modes. Moreover, the study showcases the value of the arts in sensor-based learning-by-doing courses when tackling complex issues like engineering topics. The authors suggest that broader research be undertaken, involving a larger sample, a greater scale, and a diversity of factors.