Active learning in a hands-on Physics lab: a pilot study to fine-tune instruction and student assessment methodology

Active learning in the form of a hands-on Physics laboratory for first-year undergraduate Electrical and Electronics Engineering students is the subject of this research. Instruction and student assessment methodologies are examined in order to get answers to a number of research questions that will hopefully aid and guide instructors in the reform of the course structure and delivery and in the fine-tuning of student assessment methods. Student performance across all course components and activities for year 2018-19 is analyzed through linear and non-linear methods; outcomes are compared to those of year 2017-18, where meaningful. Descriptive statistics and linear regression results imply that the lecturing and the active-learning (laboratory) parts of the course need to get more tightly interconnected in terms of the material taught and the active-learning approaches adopted. Non-linear processing (clustering) results identify clusters of students that require attention from the part of the instructors and lead instructors to fine-tune assessment methods and set thresholds for success/failure or grading. A predictive use of the clustering results is also possible, as discussed in the conclusions.