2025 ASEE Annual Conference & Exposition

Assessing the Impact of Teaching Style on Problem-Solving Skills and Conceptual Understanding in Undergraduate Dynamics

This paper presents the results of a study investigating the influence of teaching style on student performance in undergraduate Dynamics. Building on our previous work, which explored the differences in problem statement, solution, and evaluation methods among three instructors with distinct teaching approaches, we now report on the outcomes of student assessments. The study examined student performance on both fully-worked-out problems and concept inventory dynamics problems, allowing us to explore the relationship between problem-solving skills and conceptual understanding.
The three teaching styles examined in this study are: (A) a flipped, recitation-based classroom with a mastery-based derivation approach, (B) a lecture-style class using the SMART (Supported Mastery Assessment through Repeated Testing) approach, and (C) a lecture-style class with three levels of student participation to engage both reflective and active learners. We analyzed student performance data from exams and concept inventory questions to address the following research questions: (I) Do problem-solving skills differ among students taught with different approaches? (II) How does conceptual understanding vary among students in different teaching environments? (III) Is there a relationship between problem-solving skills and conceptual understanding, and if so, how is it influenced by teaching style?
This study contributes to the discussion on effective pedagogical practices and the implications of teaching styles for fostering a range of problem-solving skills in students. Specifically, this paper presents a comparison of the teaching styles highlighting the results for both fully worked out problems and concept inventory problems. Our findings provide insights into the differences of each teaching approach and the impact it can have on problem-solving skills, conceptual understanding, and the complex relationship amongst these two skills.

Authors

Dr. Geoffrey Recktenwald http://orcid.org/0000-0002-2003-4158 Michigan State University [biography]

Geoff Recktenwald is a member of the teaching faculty in the Department of Mechanical Engineering at Michigan State University. Geoff holds a PhD in Theoretical and Applied Mechanics from Cornell University and Bachelor degrees in Mechanical Engineering and Physics from Cedarville University. His research interests are focused on best practices for student learning and student success. He is currently developing and researching SMART assessment, a modified mastery learning pedagogy for problem based courses. He created a multi-year integrated system design (ISD) project for mechanical engineering students. He is a mentor to mechanical engineering graduate teaching fellows and actively champions the adoption and use of teaching technologies.
Dr. Julian Ly Davis http://orcid.org/0000-0003-4109-3904 University of Southern Indiana [biography]

Jul Davis is an Associate Professor of Engineering at the University of Southern Indiana in Evansville, Indiana. He received his PhD in 2007 from Virginia Tech in Engineering Mechanics where he studied the vestibular organs in the inner ear using finite element models and vibration analyses. After graduating, he spent a semester teaching at a local community college and then two years at University of Massachusetts (Amherst) studying the biomechanics of biting in bats and monkeys, also using finite element modeling techniques. In 2010, he started his career teaching in all areas of mechanical engineering at the University of Southern Indiana. He loves teaching all of the basic mechanics courses, and of course his Vibrations and Finite Element Analysis courses.
Dr. Amie Baisley University of Florida [biography]

Amie Baisley is currently an Instructional Assistant Professor at the University of Florida teaching primarily 2nd year mechanics courses. Her teaching and research interests are alternative pedagogies, mastery-based learning and assessment, student persistence in their first two years, and faculty development.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025