DAA First students scored significantly higher than Lecture First students on the viewfinder variant design question¶

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

Subclaims¶

q3 i? On the second variant design question, requiring a mechanism to direct light from the lens to the viewfinder, the DAA First sequence performed significantly better. → Dalrymple 2013

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

Mann-Whitney U test on the partially credited viewfinder question: DAA First average score .504 ± .480 versus Lecture First .391 ± .460. No effect size printed.

"Based on the results of the Mann-Whitney U test, students in the DAA First sequence performed significantly better on this question than students in the Lecture First sequence, (U = 11596.000, n1 = 162, n2 = 163, p = .036 two-tailed)"

Discussion¶

Related Claims¶

• On camera doctor defect-diagnosis questions the conditions did not differ overall, but DAA students generated better malfunction explanations — related
• A DAA activity is rated significantly more motivating than a lecture on perceived sense of learning, enjoyment, and helpfulness — related
• DAA students showed superior transfer to a variant design task even after controlling for relevant prior knowledge of the spring mechanism — related
• Productive Failure Improves Conceptual Learning — a broader claim this one bears on