Abstract
This pilot study addresses the effectiveness of different teaching materials on engineering students' learning outcomes through a dual-sectioned approach. 38 participants were administered a pretest and posttest for each of two different topics; This means a total of 76 reviews. Paired two-sample t-test analysis showed a statistically significant increase in performance scores, meaning students showed significant improvement when interacting with instructional materials. Performance scores significantly exceeded scores associated with material use, indicating that instructional content plays an important role in learning success. A notable positive t-statistic suggests that these improvements cannot be due to chance and highlights the effectiveness of the materials in improving educational outcomes. The significance of these results has led to a re-evaluation of material selection processes in engineering education, showing that they are powerful variables in optimizing student performance. In conclusion, this study paves the way for subsequent research on learning methods aimed at establishing evidence-based practices for advanced pedagogical strategies in engineering disciplines.
Author Information
Burak Bilgi, TED University, Türkiye
Özlem Albayrak, TED University, Türkiye
Mert Çopur, TED University, Türkiye
Paper Information
Conference: ECE2024
Stream: Learning Experiences
This paper is part of the ECE2024 Conference Proceedings (View)
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To cite this article:
Bilgi B., Albayrak �., & Çopur M. (2024) Impact of Topic and Video-Based Learning in Programming on Students’ Performance: A Pilot Study in Undergraduate Engineering Education ISSN: 2188-1162 The European Conference on Education 2024: Official Conference Proceedings (pp. 313-324) https://doi.org/10.22492/issn.2188-1162.2024.25
To link to this article: https://doi.org/10.22492/issn.2188-1162.2024.25
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