Evaluating the effect of learning fluid mechanics through the CCAILM learning approach in some South African universities

Abstract

The need to increase the number of quality engineering graduates, graduating from South African Universities, informed this study. Based on the findings from the baseline study, conducted prior to the present study, this research seeks to evaluate (using a static, non-equivalent, group design) the effect of Constructionist Computer-Aided Instructional Learning Model (CCAILM) approach, used in some South African Universities, for studying fluid mechanics in mechanical engineering classes. This new learning model is derived from constructionist learning theory, media-affects-learning hypothesis and multiple representation principle. The results of the data analysis indicate that CCAILM learning approach enhances the learning of fluid mechanics in mechanical engineering classes.