Multifractal analysis to study break points in temperature data sets

Abstract

Performance of engineering degree students often becomes an important concern for lectures. Using classical teaching methodologies in practical lectures may be behind the problem. The present work develops a couple of innovative student-response-system based methodologies designed to be implemented during engineering practical lessons in higher education (BSc level). A pretest–posttest design is developed to assess the evolution of student’s performance (third course in Civil Engineering degree at the University of Cór doba). In addition, a motivational questionnaire towards the use of the innovative method ologies has been flled by the students. The results of this pilot experience show an impact on performance by the rapid feedback linked to the in-class formative assessment, in which conceptual reminders at the beginning of the practical lessons boost the motivation, engagement, and enhancement. The motivational questionnaires depicted a favourable per ception of the methodologies by the students, highlighting their recommendation to extend its application to other lecturers.