Comparing Effectiveness of Instructional Delivery

Modalities in an Engineering Course

The effectiveness of four instructional delivery modalities,

(i) Traditional lecture,

(ii) Web-enhanced lecture,

(iii) Web-based self-study and

(iv) Web-based self-study and classroom discussion,

was investigated for a single instructional unit (Non-linear Equations) over separate administrations of an undergraduate engineering course in Numerical Methods. Two assessment instruments - student performance on a multiple-choice examination and a student satisfaction survey - were used to gather relevant data to compare the delivery modalities. Statistical analysis of the assessment data indicates that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.

 

Average final examination results (maximum score of 4) and average student satisfaction level (1 - truly inadequate to 7 - truly outstanding) for different instructional delivery modalities
Modality	Traditional	Web-Enhanced	Web-Based Self Study	Self Study & Class Discussion
Exam Performance	2.2	2.5	2.3	2.7
Satisfaction Level	4.5	5.8	4.3	4.7

Related Journal Papers

A.K. Kaw, M. Hess, "Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course", International Journal of Engineering Education, pp. 508-516, Vol. 23(3), (2007).

A.K. Kaw, G.H. Besterfield, J. Eison, "Effectiveness of a Holistic & Customized Approach to Teaching Numerical Methods", International Journal of Engineering Education, pp. 712-722, Vol. 21 (4), 2005.