Effect of Inquiry-based Learning on Engineering Students as Collaborative Approach in Problem-Solving and Research for Formal Language Automata Course

Abstract

Inquiry-based learning is an approach to teaching and learning that focuses on problem-solving and requires students to identify and use the knowledge they have acquired in their studies. Through an exploration of the literature, the paper examines the effectiveness of collaborative learning environments such as inquiry-based learning, the benefits it can bring to engineering students, and the challenges associated with its implementation in the classroom. The survey questions were created, and online responses (n=171) were gathered. The questions were divided into 4 input attributes such as ‘Student – Professor Interaction’, ‘Student – Team Interaction’, ‘Learning Tool’, and ‘Assessment Methodology’, and each of these inputs was further divided into sub-attributes. For this research, regression analysis and correlation between the inputs and the Student Learning Experience, the output, were built. Results showed that in the Formal Language and Automata course, Inquiry-Based Learning promoted a positive correlation with (R2 = 0.47) on student learning experience for the inputs like "Student - Team Interaction" and (R2 = 0.63) for "Assessment" respectively. The students performed better and were motivated by their ability to solve problems and conduct research. Additionally, the paper examines how inquiry-based learning can be used to facilitate peer engagement, creative thinking, and collaboration in engineering courses. A qualitative approach is utilized to describe the implementation of inquiry-based learning tools in an engineering classroom, and the impact it can have on student motivation and achievement. The conclusions of this research provide implications and recommendations for educators and administrators interested in incorporating collaborative learning paradigms into engineering education.