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Cooperative learning as a teaching methodology to develop computer-aided drafting problem-solving skills
DISSERTATION

, Mississippi State University, United States

Doctor of Philosophy, Mississippi State University . Awarded

Abstract

The purpose of this study was to compare the computer aided drafting (CAD) problem-solving skills of students taught with two different teaching methodologies. The experimental section was taught utilizing components of cooperative learning. Within this section, students were assigned to cooperative groups of four or five individuals and were required to collaborate on CAD drawing assignments. The contrast section's teaching methodology was a traditional individualistic form of teaching CAD in which students received instruction and worked individually on assignments.

Students in both research sections received instruction on the same topics in CAD. During class, students in the experimental section worked in groups on non-graded CAD problems while students in the contrast section worked individually. After each non-graded CAD problem, graded CAD assignments were given in which students from both sections worked individually. For the experimental section, semester final grades were obtained from a combination of individual grades and group grades.

Two dependent variables were tested in this study. The first was a measure of CAD problem-solving achievement. Students in both the experimental section and the contrast section were given a practical CAD drawing problem to complete individually. An individual score for each student was obtained according to set criteria and mean scores calculated for both sections. The second dependent variable was a measure of CAD persistence. Students in both sections were given a difficult CAD drawing problem to complete and measured on the length of time in which they worked on it. A mean score in minutes was obtained for each section.

The results of the study showed no significant differences between the experimental section and the contrast section on CAD problem solving (p =.640). Both teaching methodologies, cooperative learning and individualistic learning, were equally as effective at developing CAD problem-solving achievement in students; however, there was a difference in CAD persistence between the two sections. Students taught with cooperative learning methodologies persisted longer on a difficult CAD problem (p =.048) than students taught with individualistic CAD teaching techniques.

Citation

Kelley, D.S. Cooperative learning as a teaching methodology to develop computer-aided drafting problem-solving skills. Doctor of Philosophy thesis, Mississippi State University. Retrieved April 18, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

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