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Two Aspects of Mastery Practice: An Analysis of Inquiry Based Learning and the Solution Manual Use of Undergraduate Dynamics Students
AuthorCao, Rachel L.
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This thesis is an analysis of student learning in an undergraduate engineering mechanics course. The two mastery goal and performance goal outcomes of student learning are based on learning with the interactive inquiry-based learning activity (IBLA) and learning of concepts through homework completion and solution manual usage. The learning outcomes for the activities were analyzed using IBLAs involving weight-pulley systems, rolling-cylinder work-energy problems, and spool-friction rigid body motion. The IBLA showed mixed results in terms of the impact of the IBLAs on student performance on the final exam. However, the IBLAs were shown to broaden schema content for students, potentially increasing persistence and learning. The learning outcomes of students’ solution manual use were analyzed through comparisons of traditional textbook homework questions and novel homework questions. The results showed that the majority of students not only use solution manuals, but that they use them in ways that do not promote the practice of problem solving.