Improving Class Performance in STEM Using Pareto Technique
DOI:
https://doi.org/10.31686/ijier.vol3.iss4.342Abstract
This paper is a report on the application of a quality improvement technique commonly used in industries to the teaching and learning process in an engineering technology program. An instrument for assessing learning outcomes was designed to determine specific problems that inhibit learning in the program, and their frequencies of occurrence. Based on the data collected, Pareto method was used to determine the vital few, i.e., the few errors committed 80 percent of the time so that class overall performance can be greatly improved by giving deference to these few but most important problems, within limited time and resources. The study cited in this correspondence shows that when Pareto technique is well applied in a teaching/learning process, it results in an improvement of individual performances for an overwhelming majority of the class. This technique is suitable for all science, technology, engineering and mathematics (STEM) disciplines.
References
Mears, Peter; Quality Control Techniques, McGraw-Hill, 1994
Besterfield, Dale H.; Quality Improvement, 9th Edition, Prentice Hall, 2012
Lebold, W. K.; Intellectual and Non-intellectual Factors Involved in Predicting Engineering
Success, Journal of Engineering Education, No. 7, 1958
Kalu, A. and S. A. Chukwukere, “Engineering Quality Instruction Delivery” Proc. Of ASEE
North Central Conference, April 1999
Tessema, G., A. Kalu, and T. Young, “Relational Study of the Effect of Four Weeks College
Algebra Tutoring on MSIEP Workshop Participants’ College Algebra Test Scores,”
Presented at the “Synergy in STEM: Bringing Mathematics, Physics and Engineering
Together,” October 30, 2009 Conference at New York City College of Technology, New
York, New York
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Copyright (c) 2015 Alex Kalu, George Tessema, Siemann Lin
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