- 2023-2024
Impact assessment of open-ended laboratory activities on TOL and TOLC-I engineering entrance test performances
Tesista: Francesco Minneci
Relatore: Maurizio Zani
Correlatore: Matteo Bozzi
Tesi di laurea magistrale – handle 223253
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Abstract:
Developed countries face a significant shortage of science, technology, engineering and mathematics graduates, despite the rising demand. High dropout rates in the early years of higher education, particularly in academic physics courses, are a major issue, often due to inadequate preparation and traditional lecture-based teaching. Several research studies show that active student engagement and student-centered approaches enhance learning outcomes, attendance and engagement. Specifically, open-ended laboratory approaches, unlike conventional methods, immerse students in real-world challenges, enhancing autonomy and problem-solving skills. This method encourages independent exploration and innovative solutions, promoting deeper and more immersive learning experiences.
Our analysis investigated whether an orientation course, comprising open-ended laboratory activities, contributed in producing significant improvements in students’ performance on engineering entrance exams. The group under investigation was formed by fourth and fifth-year high school students from various institutes participating the TOL and TOLC-I engineering entrance exams at Politecnico di Milano in 2023. Two primary analyses were conducted: a χ2 test (between-subject design) and a gain score analysis (within-subject design). The χ2 test results indicated a significant correlation between factors when comparing students exposed to the treatment with those who did not. These findings were validated by refining group composition proportions and confirmed through odds ratio and Cramer’s V effect size measurements.
The gain score analysis also showed positive results, particularly for specific subgroups, despite considerable uncertainty that introduced challenges for direct interpretation. Overall, the findings suggest that the orientation course incorporating open-ended laboratory activities positively impacts student performance, especially within certain subgroups.
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