Using Writing Assignments to Improve Learning in Statics: A Mixed Methods Study

Research from the past 10 years suggests that students continue to have difficultly mastering statics content commonly required in engineering curricula. Even when students succeed in demonstrating procedural knowledge, they often still lack a deep understanding of core concepts. In this mixed methods study, we explore the potential of a writing-to-learn assignment to enhance students' conceptual learning in statics. Results from a quantitative analysis of exam grades for 345 students show little difference between experimental and control sections, but results from nine qualitative interviews with students highlight four different metacognitive activities they applied to the writing-to-learn assignment. The wide variation in students' approaches to this intervention, coupled with the emerging metacognitive acts, can be used to guide the development of more effective interventions.