Developed countries face a significant shortage of science, technology, engineering and mathematics graduates, despite the rising demand. High dropout rates in the early years of higher education, particularly in academic physics courses, are a major issue, often due to inadequate preparation and traditional lecture-based teaching. Several research studies show that active student engagement and student-centered approaches enhance learning outcomes, attendance and engagement. Specifically, open-ended laboratory approaches, unlike conventional methods, immerse students in real-world challenges, enhancing autonomy and problem-solving skills. This method encourages independent exploration and innovative solutions, promoting deeper and more immersive learning experiences. Our analysis investigated whether an orientation course, comprising open-ended laboratory activities, contributed in producing significant improvements in students’ performance on engineering entrance exams. The group under investigation was formed by fourth and fifth-year high school students from various institutes participating the TOL and TOLC-I engineering entrance exams at Politecnico di Milano in 2023. Two primary analyses were conducted: a χ2 test (between-subject design) and a gain score analysis (within-subject design). The χ2 test results indicated a significant correlation between factors when comparing students exposed to the treatment with those who did not. These findings were validated by refining group composition proportions and confirmed through odds ratio and Cramer’s V effect size measurements. The gain score analysis also showed positive results, particularly for specific subgroups, despite considerable uncertainty that introduced challenges for direct interpretation. Overall, the findings suggest that the orientation course incorporating open-ended laboratory activities positively impacts student performance, especially within certain subgroups.
Nei paesi sviluppati si riscontra una marcata carenza di laureati nei settori di scienze, tecnologia, ingegneria e matematica, nonostante la crescente domanda in questi ambiti professionali. Gli elevati tassi di abbandono nei primi anni di istruzione superiore, in particolare nei corsi di fisica, rappresentano una sfida rilevante. Questa tendenza è spesso causata da una preparazione insufficiente e da un’approccio tradizionale basato su lezioni frontali. Diversi studi evidenziano che il coinvolgimento attivo durante l’insegnamento ed un approccio maggiormente incentrato sugli studenti migliori i risultati di apprendimento e interesse. I laboratori ’open-ended’ rappresentano un esempio di tale approccio: a differenza dei laboratori convenzionali, essi favoriscono l’esplorazione indipendente e il coinvolgimento attivo dei partecipanti, stimolando le capacità di problem-solving e contribuendo a esperienze di apprendimento più profonde. La seguente analisi ha indagato l’impatto di un corso di orientamento basato su attività di laboratorio open-ended sulle prestazioni degli studenti nei test d’ingresso ingegneristici. Il gruppo in esame è composto da studenti di quarta e quinta superiore provenienti da diverse scuole, partecipanti ai test d’ingresso TOL e TOLC-I presso il Politecnico di Milano nel 2023. Due analisi principali sono state condotte: un test del χ2 (between-subject design) e un’analisi dei gain sui punteggi (within-subject design). I risultati del test del χ2 hanno evidenziato una significativa correlazione tra i fattori, confrontando gli studenti esposti al trattamento con quelli che non lo hanno ricevuto. Questi risultati sono stati confermati ottimizzando le proporzioni della composizione dei gruppi e ulteriormente supportati dalle misurazioni di odds ratio e Cramer’s V. L’analisi dei gain sui punteggi ha evidenziato risultati positivi, soprattutto per specifiche categorie di studenti, nonostante una significativa incertezza che ha complicato l’interpretazione diretta. Complessivamente, i risultati suggeriscono che il corso di orientamento con attività di laboratorio ’open-ended’ abbia un impatto positivo sulle prestazioni degli studenti, specialmente all’interno di determinati sottogruppi.
Impact assestment of open-ended laboratory activities on TOL and TOLC-I engineering entrance test performances
MINNECI, FRANCESCO
2023/2024
Abstract
Developed countries face a significant shortage of science, technology, engineering and mathematics graduates, despite the rising demand. High dropout rates in the early years of higher education, particularly in academic physics courses, are a major issue, often due to inadequate preparation and traditional lecture-based teaching. Several research studies show that active student engagement and student-centered approaches enhance learning outcomes, attendance and engagement. Specifically, open-ended laboratory approaches, unlike conventional methods, immerse students in real-world challenges, enhancing autonomy and problem-solving skills. This method encourages independent exploration and innovative solutions, promoting deeper and more immersive learning experiences. Our analysis investigated whether an orientation course, comprising open-ended laboratory activities, contributed in producing significant improvements in students’ performance on engineering entrance exams. The group under investigation was formed by fourth and fifth-year high school students from various institutes participating the TOL and TOLC-I engineering entrance exams at Politecnico di Milano in 2023. Two primary analyses were conducted: a χ2 test (between-subject design) and a gain score analysis (within-subject design). The χ2 test results indicated a significant correlation between factors when comparing students exposed to the treatment with those who did not. These findings were validated by refining group composition proportions and confirmed through odds ratio and Cramer’s V effect size measurements. The gain score analysis also showed positive results, particularly for specific subgroups, despite considerable uncertainty that introduced challenges for direct interpretation. Overall, the findings suggest that the orientation course incorporating open-ended laboratory activities positively impacts student performance, especially within certain subgroups.File | Dimensione | Formato | |
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2024_07_Minneci_Tesi_01.pdf
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https://hdl.handle.net/10589/223253