2026 ASEE Annual Conference & Exposition

Statics is a required gateway course for multiple engineering majors at a midwestern public university. Due to the large enrollment and high impact on student progression, improving instructional effectiveness in Statics is a critical priority. Since Spring 2014, a redesigned blended-format Statics section—with two 50-minute lectures and one weekly three-hour problem-solving recitation—has been offered in parallel with the traditional lecture-only format.

This study presents an eleven-year comparative analysis of the two instructional approaches using data from Mechanical and Aerospace Engineering as well as Civil and Construction Engineering students enrolled between Spring 2014 and Fall 2024. Demographic characteristics and incoming cumulative GPA were first compared to assess baseline equivalency between sections. Student performance in Statics, including midterm and final exam scores, was statistically analyzed overall and within GPA-based subgroups. To evaluate long-term impact, student performance in the subsequent Mechanics of Materials course was also examined. Additionally, student and instructor perceptions of the redesigned format were collected to contextualize the quantitative results.

The findings of this work are expected to provide practical and transferable lessons for institutions seeking to enhance engagement and performance in foundational engineering courses through structured, problem-solving–focused recitations.