Considering the Impact of Using Free-Body Diagram in Mechanics Problem-Solving on Improving Engineering Students’ Performance in Physics at a Selected Public University in Rwanda
DOI:
https://doi.org/10.17309/jltm.2024.5.3.04Keywords:
mechanics, engineering, problem-solving, free-body diagramAbstract
Background. Engineering students often struggle with physics problem-solving, especially mechanics problems, while teaching mechanics helps students predict motion and force impacts, enabling creative engineering design tasks. Problem-solving in mechanics involves using free-body diagrams, visual aids that identify objects and forces, determine appropriate approaches, and reduce information. The free-body diagram technique is crucial for understanding the principles of mechanics, as it helps distinguish between cause and effect, as well as focusing on the practical implementation of mechanics concepts.
Objectives. The current study aimed to examine the impact of free-body diagrams on engineering students’ physics performance at a selected public university in Rwanda, highlighting cognitive load theory and constructivist learning theory’s role in improving problem-solving abilities and understanding mechanics concepts.
Materials and methods. A sample of 68 students was purposively selected to participate in this study. Prior to the intervention, engineering students were given a pre-test to evaluate their ability to use free-body diagrams in solving mechanics problems. The experimental group underwent a four-week intervention, during which they were taught to draw free-body diagrams, identify external forces, and find force components. The data was collected through achievement tests and analyzed using Microsoft Excel and IBM SPSS Statistics 25.
Results. The study findings revealed that incorporating free-body diagrams into mechanics problem-solving improved significantly (p < 0.001) engineering students’ performance in physics.
Conclusions. The study recommends incorporating free-body diagrams into the physics instructional curriculum to enhance student’ understanding of basic subjects, practice problem-solving skills, and offer extra support for struggling students. Further research is needed to ascertain the impact of this approach on other physics fields.
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Copyright (c) 2024 Theogene Niyomufasha, Celestin Ntivuguruzwa, Leon Rugema Mugabo
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