Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 470 de 957
Table 3: Descriptive statistics of time devoted to study of the UA's (in h).
In the analysis of data by groups, it can be highlighted the fact that the EG-1693
(Organization) has engaged in general more time to study in all the topics. In particular,
this group has spent an average of 3.32 hours of self-study of UA1 of the BT1, compared
with 2.65 h of the EG-1393 (Construction) and 1.57 hours spent by the group EG -1993
(Manufacturing). It is also greater the variance and range of hours of study for students of
this group, compared to the rest of participants in the experience. But there is no
correlation between time spent and the average score for the specialty of Organization as
the average score on the midterm exam is lower than the one obtained by the specialty of
Construction.
The evaluation survey results
The educational experience has been evaluated by conducting a survey in which questions
have been made on key elements that constitute the proposed methodology as part of the
self-study guide. In the survey, it was desired to assess to what extent the method has
contributed to the achievement of learning established in the general and specific
objectives and to guide and facilitate the personal work and self-verification of successive
achievements in study sessions. Four levels of responses were defined: High (H), Medium
(M), Low (L), None (N). The results (in % of total responses) for the survey are shown in
Table 4.
Students show a high degree of satisfaction for their participation in the educational
experience and generally it has been assessed as a very helpful self-study guide. The
objectives have allowed knowing in advance the type of learning expected for 71% of the
students. The self-assessment tests appear adequate to 82% of the students. The issues
proposed for the evaluation of the objectives of the experiment have been assessed
positively by 96% of responses. The sessions of analysis of the degree of achievement of
the objectives have been seen as very useful in 86% of responses. 72% of the responses
considered that the methodology has enabled significant improvements in the teaching of
engineering.
Table 4: Results of the satisfaction survey
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011