Project Based Learning: Integration across Agricultural Systems Technology Courses

Pate, Michael; Beard, F. R.; Miller, Bruce E.; Miller, Ruth R.; Hatch, Royce; Hall, Kelsey

doi:10.13031/aim.20152156630

Cited by 1 publication

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“…Likewise, recent studies have found that feedback improves metacognitive skills (Pate et al, 2015). Moreno et al (2009) reported better results when the teacher monitored the problemsolving step-by-step and gradually increased the number of steps.…”

Section: Feedback and Instructionmentioning

confidence: 88%

“…These results can be explained in terms of curricula content (Montfort et al, 2015) and the data may be related back to the results of earlier investigations, which suggest that students use a type of learning strategy depending on the type of degree and the academic year of the course (Sáiz et al, 2012). However, research into engineering education has shown that metacognitive instruction and the use of rubrics improve student performance (Narayanan, 2013;Ramírez-Corona et al, 2013;Mavinkurve and Murthy, 2014;Pate et al, 2015). Monitoring of problem-solving and self-regulation also facilitates student learning (Oenardi and Santoso, 2012).…”

Section: Feedback and Instructionmentioning

confidence: 99%

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Effects of Different Types of Rubric-Based Feedback on Learning Outcomes

et al. 2017

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Nowadays in higher education, the teaching procedures that lead to better learning outcomes (LO) require continuous analysis. Rubrics such as teaching feedback procedures have demonstrated their effectiveness at heightening the reflection of university students on their own practice. The aims were (1) to study the effects of different types of rubric-based feedback [from process-oriented feedback to traditional feedback] on LO and on student perceptions of subject matter knowledge (SPKI) after training in a comparison between students in engineering and students in the social sciences; (2) to analyze the relation between metacognitive skills and motivation with LO and SPKI; and (3) to validate the results with structural equation modeling (SEM). The study comprised a total of 171 university students (n = 80 from the mechanical engineering degree and n = 91 from social sciences degree). A quasi-experimental design with a control group was used to test aim 1 and a descriptive correlational design to test aim 2. SEM was applied to validate the results (aim 3). Significant differences were found between both types of rubric-based feedback (process-oriented v. traditional) in relation to LO, though not in relation to SPKI. The effects of the degree type were noted in LO but no in SPKI. Likewise, a relation between SPKI and motivation skills was found in engineering students. Accordingly, the type of degree and the characteristics of the subject modules appear to be determining factors in successful learning, while SPKI is directly linked to motivation skills. The SEM results validated these conclusions.

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Section: Feedback and Instructionmentioning

confidence: 88%

Section: Feedback and Instructionmentioning

confidence: 99%