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Hands-on experiments using the Low-Cost Desktop Learning Modules (LCDLMs) have been implemented in dozens of classrooms to supplement student learning of heat transfer and fluid mechanics concepts with students of varying prior knowledge. The prior knowledge of students who encounter these LCDLMs in the classroom may impact the degree to which students learn from these interactive pedagogies. This paper reports on the differences in student cognitive learning between groups with low and high prior knowledge of the concepts that are tested. Student conceptual test results for venturi, hydraulic loss, and double pipe heat exchanger LCDLMs are analyzed by grouping the student data into two bins based on pre-test score, one for students scoring below 50% and another for those scoring above and comparing the improvement from pretest to posttest between the two groups. The analysis includes data from all implementations of each LCDLM for the 2020-2021 school year. Results from each of the three LCDLMs were analyzed separately to compare student performance on different fluid mechanics or heat exchanger concepts. Then, the overall pre- and posttest scores for all three LCDLMs were analyzed to examine how this interactive pedagogy impacts cognitive gains. Results showed statistically significant differences in improvement between low prior knowledge groups and high prior knowledge groups. Additional findings showed statistically significant results suggesting that the gaps in performance between low prior knowledge and high prior knowledge groups on pre-tests for the LCDLMs were decreased on the posttest. Findings showed that students with lower prior knowledge show a greater overall improvement in cognitive gains than those with higher prior knowledge on all three low-cost desktop learning modules.
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Academic achievement helps coordination on mutually advantageous outcomes
This study examines the relationship between academic achievement and strategic ability to coordinate among middle school students. We designed an experimental framework using repeated asymmetric Battle of the Sexes and Hawk–Dove games, to explore how cognitive and social skills related to academic success influence behavior. A total of 132 students participated, divided into groups of high and low academic achievers based on their performance at school. Our results show that, on average, high achievers coordinate better on equilibrium outcomes with simple but effective strategies and obtain higher payoffs compared to low achievers. However, we notice also substantial heterogeneity within groups. Finally, performance in pairs with one high and one low achiever is intermediate but closer to the level of high achievers, suggesting potential peer learning effects and the educational value of mixed groups to promote guidance and joint improvements. These findings suggest that academic success may reflect broader cognitive abilities–such as strategic thinking, anticipation of others’ choices, and cooperation–crucial for navigating real-world interactions in complex environments.
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- Award ID(s):
- 2315770
- PAR ID:
- 10581991
- Publisher / Repository:
- Proceedings of the National Academy of Sciences
- Date Published:
- Journal Name:
- Proceedings of the National Academy of Sciences
- Volume:
- 122
- Issue:
- 14
- ISSN:
- 0027-8424
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Hands-on experiments using the Low-Cost Desktop Learning Modules (LCDLMs) have been implemented in dozens of classrooms to supplement student learning of heat transfer and fluid mechanics concepts with students of varying prior knowledge. The prior knowledge of students who encounter these LCDLMs in the classroom may impact the degree to which students learn from these interactive pedagogies. This paper reports on the differences in student cognitive learning between groups with low and high prior knowledge of the concepts that are tested. Student conceptual test results for venturi, hydraulic loss, and double pipe heat exchanger LCDLMs are analyzed by grouping the student data into two bins based on pre-test score, one for students scoring below 50% and another for those scoring above and comparing the improvement from pretest to posttest between the two groups. The analysis includes data from all implementations of each LCDLM for the 2020-2021 school year. Results from each of the three LCDLMs were analyzed separately to compare student performance on different fluid mechanics or heat exchanger concepts. Then, the overall pre- and posttest scores for all three LCDLMs were analyzed to examine how this interactive pedagogy impacts cognitive gains. Results showed statistically significant differences in improvement between low prior knowledge groups and high prior knowledge groups. Additional findings showed statistically significant results suggesting that the gaps in performance between low prior knowledge and high prior knowledge groups on pre-tests for the LCDLMs were decreased on the posttest. Findings showed that students with lower prior knowledge show a greater overall improvement in cognitive gains than those with higher prior knowledge on all three low-cost desktop learning modules.more » « less
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