TEACHING ENGINEERING STUDENTS BY MACHINE AND TEXT

Abstract

This study makes an evaluation of the use of programmed instruction in teaching and learning at the tertiary level. In particular it compares the use of teaching machine and programmed text, in terms of their effectiveness and efficiency. A group of sixty‐two electrical engineering students were assigned at random to two groups, one of which worked a programmed text on Dynamic Equilibrium and the other used the Empirical Tutor to work through the identical material. The criteria for effectiveness of each treatment was an immediate post‐test and the annual examination in the subject. The results showed that both experimental groups made significant gains on the post‐test, but that there was no significant difference in performance between the “Booklet” and “Machine” group. Both these groups, however, performed significantly higher in the annual examinations than did a matched “control” group. Contrary to previous studies the experimental groups were equally efficient in terms of time taken to work through the material.

It was concluded that students can effectively learn certain aspects of Engineering Mechanics either by programmed text or teaching machine, and that a choice between the use of text and machine must be made on grounds other than the effectiveness and efficiency of the presentation medium per se.