An experimental study of instructional pedagogies to teach math-related content knowledge in construction management education

The capability for quantitative thought and expression is essential in the daily work of the construction industry. The National Association of State Directors of Career Technical Education Consortium (NASDCTEc) recognizes a keen understanding of mathematics as one of the most critical skills required in the construction management career field. Most construction management programs require students to take several prerequisite math courses. However, a high percentage of students have difficulty in applying their math skills to construction-related problems. The main question in this research was "what is the most effective pedagogical approach to helping students master the most needed math skills for construction management?" Three different instructional models (traditional lecture, problem-based learning, and flipped classroom) were compared to study improvement levels in student mastery of math skills. An experimental study was conducted in a state university. Fifty-two students were assigned to three groups. The same pre- and post-tests were performed in each group and the test results were measured and compared using analysis of variance (ANOVA) tests. Data analyses revealed that the problem-based learning approach produced the most improvement. This article also offers additional insight about that teaching method and student learning in construction management education.;The capability for quantitative thought and expression is essential in the daily work of the construction industry. The National Association of State Directors of Career Technical Education Consortium (NASDCTEc) recognizes a keen understanding of mathematics as one of the most critical skills required in the construction management career field. Most construction management programs require students to take several prerequisite math courses. However, a high percentage of students have difficulty in applying their math skills to construction-related problems. The main question in this research was "what is the most effective pedagogical approach to helping students master the most needed math skills for construction management?" Three different instructional models (traditional lecture, problem-based learning, and flipped classroom) were compared to study improvement levels in student mastery of math skills. An experimental study was conducted in a state university. Fifty-two students were assigned to three groups. The same pre- and post-tests were performed in each group and the test results were measured and compared using analysis of variance (ANOVA) tests. Data analyses revealed that the problem-based learning approach produced the most improvement. This article also offers additional insight about that teaching method and student learning in construction management education.;