Pedagogical Effectiveness of Classroom Demonstrations Devices

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Pedagogical Effectiveness of Classroom Demonstrations Devices Tom McCormick, Ph.D. Dept. of Electrical & Computer Engineering James C. Squire, P.E., Ph.D. Gerald A. Sullivan, P.E., Ph.D. Dept. of Mechanical Engineering Virginia Military Institute

Demonstrations Enhance student learning retention by providing greater intellectual simulation: Retention improves from 20% to 50% with demonstration based lectures Retention of up to 70% shown in students when demos are used Significant gains in achievement scores has been documented

How should demonstrations be constructed for the best results? Simple or complex? Virtual or physical? Build quality: raw or polished?

Prototype construction “raw” Production-quality “polished” ?

Hypothesis: Prototype-quality construction or (“raw”) demos improve retention as compared to production-quality (“polished”) construction and this improvement increases with academic maturity

Experiments: Raw vs. Polished Hypothesis tested for two groups: Freshmen Sophomores Each case assessed with respect to: Objective comprehension Self-assessed comprehension Self-assessed enjoyment

Electric Motor Demonstrators Goal was to introduce concepts using a working model of an electric motor Demos used during a lecture on motors: polished raw

10. The two main component of an electric motor are Following lectures students took a 10 question multiple choice quiz that measured: objective comprehension, for example: subjective comprehension (“how well do you understand…”) enjoyment (“how much did you enjoy today’s lesson?”) 10. The two main component of an electric motor are a) Brushes and commutators b) A commutator and a rotor c) A rotor and a stator

A total of 127 students were involved in this case study: Raw Demo Polished Demo 63 students 64 students

Results of 217 Trials Construction Technique: 0.91 0.89 0.9 Raw Polished 0.80 0.8 0.7 0.66 0.59 0.6 Subjective Enjoyment Subjective Comprehension Objective Comprehension

Hypothesis Testing Results Two-tailed T-test showed: Statistically significant difference in Objective Comprehension between the demos, p=.04 No Statistically significant difference in year groups, p=.19

Conclusions The raw demonstration device was significantly better than the polished model (p < 0.05) No conclusive difference found in objective comprehension between year groups Subjective comprehension found to be a poor indicator of actual student learning