The increasing focus on developing students’ oral presentation skills has stimulated research on the integration of innovative learning strategies for oral presentation activities. Nevertheless, research focusing on applying innovative learning strategies to oral presentation activities in engineering courses is limited. To enhance oral presentation activities in engineering, the current study systematically integrated collaborative problem-posing strategies with self- and peer assessment into engineering statistics courses with 37 engineering graduate student participants in Taiwan. A one-group pretest-posttest quasi-experimental design was applied to investigate the effectiveness of web-based collaborative problem-posing with self- and peer assessment on engineering graduate students in engineering statistics courses. The correlations between students’ self- and peer assessment and instructors’ assessment were also examined to evaluate validity. The results indicated that the students’ oral presentation performance significantly improved after the experimental teaching of web-based collaborative problem-posing with self- and peer assessment. Nonetheless, no statistically significant improvement was identified in students’ motivation. Additionally, teacher assessments of oral presentation performance were highly correlated with peer assessments and moderately correlated with students’ self-assessments. Limitations of the present research and recommendations for future research are provided.
關聯:
International Journal of Engineering Education 39(4) ,p. 1002–1011
