2026 ASEE Annual Conference & Exposition

A fundamental challenge in engineering education, particularly in sequential subjects like linear circuits, is ensuring students enter the classroom with the necessary prior knowledge to engage with new, complex material. When students lack fluency in prerequisite concepts, instructors often face the difficult choice of sacrificing pace to review foundational topics or proceeding while leaving a portion of the class behind. This "preparation gap" can hinder active learning, diminish student confidence, and ultimately compromise learning outcomes. While the flipped classroom model has been widely studied, a more targeted approach that focuses specifically on reinforcing discrete, prerequisite knowledge immediately before it is needed offers a promising, yet less explored, strategy to scaffold student learning efficiently.
This study investigates the impact of a targeted instructional intervention designed to bridge this preparation gap in a sophomore-level Linear Circuits and Systems course. The intervention consists of pre-class modules that cover specific prerequisite mathematical and conceptual topics (e.g., solving first and second-order ODEs, complex numbers, matrix algebra) essential for upcoming lessons. Each module includes a set of concise video lectures, annotated slides, and a mandatory, low-stakes "readiness quiz" to ensure accountability. To evaluate the effectiveness of this approach, a comparative analysis will be conducted. Student performance data—including exam scores, quiz results, and final grades—from two semesters implementing the intervention (Spring 2025 and Fall 2025) will be compared against equivalent data from two prior semesters taught without the modules (Spring 2024 and Fall 2024). This quantitative data will be supplemented by qualitative data from student surveys to capture perceptions of the modules' usefulness, their impact on in-class confidence, and overall learning experience.
The full manuscript will report a statistical analysis of the comparative performance data to determine if a significant improvement in student achievement is associated with the prerequisite module intervention. It is hypothesized that the experimental semesters will show higher average scores on exam questions directly related to the pre-taught prerequisites. Furthermore, the survey results will be analyzed to determine whether students perceive the modules as a valuable support structure that increases their preparedness for class and reduces anxiety. The findings of this study aim to provide engineering educators with an evidence-based, practical model for proactively addressing knowledge gaps, thereby making more effective use of classroom time and fostering a more equitable and successful learning environment.