Does In-Class Problem-Solving Approach Help Students Learn and Improve their Performance? A Case Study

Abstract

In-class problem-solving in the field of science and engineering is one of the active learning approaches to engaging students in activities in face-to-face class settings and online environments. Engineering and science students are trained to design and construct solutions to problems in the real world. This paper presents the perceptions and attitudes of students who participated in in-class problem-solving activities in an environmental engineering course for four semesters. One of the courses from the Civil and Environmental Engineering curriculum, Introduction to Environmental Engineering was used to verify whether in-class problem-solving activities help students learn and improve their overall course grades. Problem-solving in the class as a part of course delivery was conducted on each topic of the course. At the end of the semester, a survey with three Likert-scale questions for three perception scenarios was conducted, and the data was analyzed to determine the students' perceptions and attitudes about the activities in terms of their learning experience and performance. The final grades were also analyzed statistically and compared with previous similar semesters' final grades to predict the effect of in-class problemsolving activities. Negative to flat correlations were observed among the perception scenarios (tests reflected with materials covered as well as course content and course outline) and weighted average GPA, whereas a positive correlation was observed between in-class problem-solving and weighted average GPA. Although statistical differences were not significant, students' perceptions and attitudes were positive and indicated the effectiveness of in-class problem-solving activities in improving the overall performance.