Comparing traditional versus alternative sequencing of instruction when using simulation modeling

Abstract

Many engineering and technology education classrooms incorporate simulation modeling as part of curricula to teach engineering and STEM-based concepts. The traditional method of the learning process has students first learn the content from the classroom teacher and then may have the opportunity to apply the learned content through simulation modeling prior to constructing a physical model. However, little research has been documented showing how alternative sequencing of simulation modeling along with traditional instruction affects students' performance in the classroom. By incorporating simulation modeling and course content in a non-traditional sequence, students may have better opportunities to demonstrate an increased level of performance. This research project was designed to measure how the sequencing of traditional instruction and simulation modeling influences the students' knowledge of content, engagement in the activities, and performance of project tasks. Based on the design of this research project, the results show that the sequence in which the students are exposed to course content and simulation modeling will result in significantly different levels of engagement in the STEM content as well as engineering performance.