Evaluating the impact of student constructed four-bar mechanisms on achieving learning objectives in an Industrial Mechanisms course

Abstract

A comparison of achieving learning outcomes for kinematic analysis is given between two semesters of an Industrial Mechanisms course. The variable introduced is an active learning based teaching method in the form of a student constructed four-bar mechanism that is used in all kinematic analysis related discussions and assignments. The measure of comparison is instructor observations, student coursework assessments, and student feedback. The use of active learning teaching methods is shown to have a statistically significant positive impact on learning performance.