Comparing effectiveness of instructional delivery modalities in an engineering course

The effectiveness of four instructional delivery modalities, (i) traditional lecture, (ii) Web enhanced lecture, (iii) Web-based self-study and (iv) Web-based self-study and classroom discussion, was investigated for a single instructional unit (Non-linear Equations) over separate administrations of an undergraduate engineering course in Numerical Methods. Two assessment instruments-student performance on a multiple-choice examination and a student satisfaction survey-were used to gather relevant data to compare the delivery modalities. Statistical analysis of the assessment data indicates that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.