Improving Students’ Learning and Performance Using Mock Tests in Engineering Classes

Abstract Class performance and classroom environment have a direct impact on students’ learning and long-term retention of key engineering concepts. In addition, class performance is critical for preserving students’ interest and continuous engagement. However, engineering classes are widely rated as boring and monotonous by students due to one-way lectures and lack of application of active learning techniques. In this study, we employed mock tests as an active learning technique to empower students on their own learning through identification of conceptual weakness, reinforcement of understanding and hence, to improve their overall learning and class performance in two different engineering classes at two different universities. Mock tests were conducted on the exam materials before the occurrence of the actual exams. The mock test key with grading rubric was provided to the students. Students were required to grade their mock test based on the rubric. The impact of this technique is evaluated using questionnaires where students were asked to provide their feedback on the enhancement of their understanding of the material, understanding of grading criteria, improvement on their study habits, and identifying conceptual weakness about a topic. The assessment and student feedback shows that the use of the mock test improves the understanding of basic concepts and topics through perspective transformation. It also shows that it improves the average grade of the class, motivates students to study hard, promotes peer discussion, reduces exam related stresses, and strengthens fellowship among students. Thus, mock tests can be used in other disciplines and classes with similar positive effect.