Naga Vamsi Krishna, J; Kota, S and Venkataraman, P B (2021) An impact of simulation labs on engineering students' academic performance: A critical investigation. Journal of Engineering, Design and Technology, 19(1), pp. 103-126. ISSN 1726-0531
Abstract
This paper aims to investigate the impact of simulation laboratory on continuing education engineering students' academic performance. The investigation consists of establishing the student learning levels then mapping the student learning levels (knowledge, comprehension, application, analysis, synthesis and evaluation) through program outcomes with appropriate evaluation components. 270 continuing education students enrolled during six years were selected to be observed as part of this study. These students were divided into two subgroups, one with 135 students who were offered simulation lab (G2) and the other 135 students were not offered simulation lab (G1) in this investigation. Subsequently, a comparative analysis was carried out on these two groups to assess the student performance in multiple evaluation components with respect to student learning level and program outcome achievement. It was identified that student performance in the application, analysis, synthesis and evaluation learning levels has improved for the group with simulation lab, and no change or minimal change was observed for the group without simulation lab. It was revealed that the simulation lab practice problems needs to be aligned with the theoretical concepts in the course to get a better performance from the students. The study was conducted in one of the leading institutes with 270 students' performance observed over a period of six years. It is the comprehensive work done on a complete program with data collated over a period of six years in multiple courses and multiple assessments.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | education; evaluation; learning; performance; valuation; simulation |
| Index terms: | student performance, academic performance, subgroup, investigation, laboratory, continuing education, comparative analysis, program, mapping |
| Subjects: | professional development, spatial and geospatial analysis, software systems, student development, research management, assessment methods, data collection methods, data analysis and analytics |
| Topics: | Education, Digital Applications, Research Practice |
| Descriptive scope: | 3 PCA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here