A Comparative Analysis of Cognitive Behavioral Variation of Group versus Individual Study in Lab to Improve Teaching Methods

Engineering is a field where acquiring practical knowledge is very important along with theoretical studies. Electronics I is a subject where an engineering student gets introduced to building circuits for the first time. Building a circuit on a bread board from a circuit diagram is challenging initially for most students. In this paper, a cognitive behavioral study is done to estimate a better way of teaching this lab. In this study, pilot data is collected from 22 students over a semester to understand their progress in handling the operational process of various electronics equipment. A comparative analysis is performed to see if the students' pace of learning is more when assigned in a group versus individual study. Before each lab, two theoretical classes on Electronics I was conducted so that students learn the theory before implementing it in hands-on experiments in lab class. A survey was conducted during mid-semester and at the end of the semester to compare the comprehension level of each student individually and cooperatively at critical time points throughout the class. Results shows that more than 90% of students agreed that working with two people in a lab group gives the most optimized output. Learning is much quicker and more in-depth when a hands-on project is performed in a group. It is also examined how a theoretical class helps in performing laboratory tasks. This study helps understand a better way to conduct a lab class in electrical engineering so that students gain interest in the subject and at the same time learn effectively.