Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 240 de 957
Finally, the Likert-type scale (Linkert, 1932) is the sum of responses on several statements
(Linkert items) that the student is asked to evaluate according to any objective criteria.
When responding to Likert items, respondents specify their level of agreement or
disagreement on a symmetric agree-disagree scale for a series of statements. This scale is
the most widely used in teaching survey researches. After the research survey is
completed, each item may be analysed separately.
Participants in the Research
The first group of participants were four professors of EDMANS research group who are
highly experienced in teaching both subjects. They have worked in different areas such as
Thermic Engines, Project Management, Metallurgy&Materials Science, or Manufacturing.
They carried out this study without previous experience in using this new approach for
practical activities. They were 2 female and 2 male professors, with one woman from each
subject.
The second group of participants consisted of eighty-four undergraduate students (N=84)
enrolled in TIEME course at the UR. Participants included seventy males (N=70) and
fourteen females (N=14). But not all the students were selected to complete the
questionnaires. We only considered the students that had completed two previous courses
in the fall semester very similar to those covered in the study. Both subjects are Materials
Science (7.5 ETCS credits) and Machine Tools (4.5 ETCS credits) of the TIEME. In these
subjects had been used traditional techniques for laboratory classes. The initial group of
students was reduced to forty-five students (N=45). Final participants listing included
thirty-five males (N=35) and ten females (N=10).
Procedure
A pre-test/post-test study (Borrego, Douglas & Amelink, 2009) was conducted to assess
the impact of the new methodology. Specifically, this research model involved measuring
the dependent variable both before and after the treatment. The two phases of the
research are as follow:
• Phase One. As mentioned in the previous paragraph, along the fall semester of
2011/12 traditional teaching methods were applied to Machine Tools and
Materials Science subjects of the ITEM. Both subjects are taught in the same course
and semester and their syllabus share some practical learning objectives. The
participants completed a pre-test that measured students´ prior motivation in
practical classes.
• Phase Two. After that, the new teaching methodology was applied to
Manufacturing Engineering and Materials Testing subjects of ITEM along the
spring semester of 2011/12. Both subjects share learning objectives and also
practical activities. Once again, the participants completed a post-test that
assessed students´ post motivation in practical classes.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011