A Comparison Study of Student's Performance in Numerical Analysis Course by Using Different Learning Techniques


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The DOI number for this article will be assigned as soon as the final version of the IREA Vol 12, No 4 (2024) issue will be available

Abstract


This research paper delves into the impact of different learning methodologies – traditional (in-person), online, and a combination of both (blended learning) – on the academic performance of students in a numerical analysis course at the mechanical engineering department. The study examines these educational approaches over three distinct academic years, encompassing periods before, during, and after the COVID-19 pandemic lockdown. Involving 573 students, the study found that during the lockdown, students achieved significantly higher grades through online learning compared to traditional and blended approaches. This outcome suggests the potential superiority of online learning for certain students, especially in times of disruption. The paper further explores possible reasons behind this trend, including the greater flexibility and interactive opportunities provided by online learning environments.
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Keywords


Blended Learning; Online Learning; Face-to-Face (F2F) Learning; Traditional Learning



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