Journal of Engineering Education Transformations

Abstract

Abstract— In Outcome-Based Education (OBE) use of active learning (AL) techniques is the need of time to engage students and to ensure achievement of course outcomes. AL is a teaching technique in which the students' learning remains at its center and focuses on how students learn rather than what they learn. Several AL techniques like think-pair-share, flipped classroom, jigsaw, gallery walk, poster presentation etc. are being practiced for achieving effective learning and enhancing students’ performance. However, no much study has been reported in the literature on learning strategies that facilitate students learning effectively. In view of this, in the present paper an attempt is done to carry out a comparative study on using two different AL techniques viz. gallery walk (GW) and poster presentation (PP) to know their effectiveness with regard to the performance of First Year B.Tech. students in End Semester Examination (ESE) of the course ‘Basics of Civil Engineering’ (BCE). Specific topics that were difficult for understanding were taught by implementing GW and PP methods and the CO attainment results are compared with the traditional (TRAD) method. Results indicate that by implementing AL techniques (GW and PP), CO attainment gets increased by approximately more than 2.72 times the CO attainment achieved by TRAD method. However, implementing PP technique causes a little increase (~4.60%) in CO attainment over GW technique. Study concludes that GW and PP techniques contributes in improving students’ performance, encourages them for active engagement and also increases the retention levels in their learning.

Keywords— active learning technique; course outcomes; gallery walk; outcome-based education; poster presentation; students’ performance.