On camera doctor defect-diagnosis questions the conditions did not differ overall, but DAA students generated better malfunction explanations¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Using the aggregate of all camera doctor question components, there was no difference in performance between the DAA First and Lecture First sequences. → Dalrymple 2013 q3 i? On the post-hoc analysis of the description component alone, DAA First students performed significantly better than Lecture First students. → Dalrymple 2013 (2)

Evidence¶

Dalrymple 2013¶

Dalrymple, O., Sears, D. A., & Evangelou, D. (2013). The Relative Pedagogical Value of Disassemble/Analyze/Assemble (DAA) Activities. Advances in Engineering Education. https://eric.ed.gov/?id=EJ1076105

q3 · i? · causal · r2

Independent t-test on the aggregate camera doctor (defect diagnosis) scores: DAA First M ± SD = 6.07 ± 1.78 versus Lecture First 5.97 ± 1.73. No significant difference; equivalence was not tested. Measure alpha was .551.

"the independent t-test revealed that there was no difference in performance between the students in the DAA First sequence and the students in the Lecture First sequence, t (323) = .538, p = .591"

Dalrymple 2013 (2)¶

Dalrymple, O., Sears, D. A., & Evangelou, D. (2013). The Relative Pedagogical Value of Disassemble/Analyze/Assemble (DAA) Activities. Advances in Engineering Education. https://eric.ed.gov/?id=EJ1076105

q3 · i? · causal · r2

Post-hoc analysis of only the description-of-malfunction component (maximum aggregate 3): DAA First M ± SD = 1.26 ± 0.90 versus Lecture First 1.06 ± 0.87. No effect size printed.

"The independent t-test revealed that students in the DAA First sequence performed significantly better on these questions than students in the Lecture First sequence, t (323) = 2.026, p = .044"

Discussion¶

Related Claims¶

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• DAA students showed superior transfer to a variant design task even after controlling for relevant prior knowledge of the spring mechanism — related
• Long video-based modelling examples did not improve diagnostic strategy knowledge, skills, self-efficacy, or cognitive load relative to independently practising in a computer simulation — related
• Explanations generated from generic questions were rated significantly better than those generated from random questions, supporting the hypothesis that question selection strategy matters — related
• A DAA activity is rated significantly more motivating than a lecture on perceived sense of learning, enjoyment, and helpfulness — related