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followed a traditional teaching method (control
groups GC1 and GC2) based on a theoretical
exposition and problem resolution. The two
experimental group students did the problem
resolution classes and worked in small groups for
various sessions with the simulation program,
following the instructions in an activity program
guide, which included different kinds of activities.
The evaluation of the learning program was
made through an analysis of the individual reports of
each student and a complementary questionnaire.
The same evaluation process was followed with the
control group students. The two experimental groups
(GE1=65, GE2=70) and the two control groups
(GC1=72, GC2=67) were similar in their average
age, level of studies (3
rd
year of Engineering) and
previous knowledge.
The analysis of the evaluation data was made
from a classification of the results obtained by the
students organized in four different learning
categories: I (deficient), II (acceptable), III (good)
and IV (very good). On analyzing the first results it
was observed that the individuals in the experiment
groups generally achieved better results than those
of the control groups.
From these results, some facts worthy of mention
can be deduced: 1) the evaluation process gave
similar results in the two control groups GC1 and
GC2, so that the system used can be considered as
being reliable. 2) Similar results were observed in
the experiment groups GE1 and GE2, using the same
evaluation method, so that we can consider the
learning process to be homogeneous. 3) Statistically
significant differences were noted between the
degrees of progress of the experiment groups with
respect to the control groups. The greatest
differences were seen in level I (deficient) this being
much greater in the control groups, and in level III
(good), notably higher in the experiment groups.
From these facts, it is deduced that the
instruction process followed in the experiment
groups enabled students to achieve a higher progress
level than in the control groups and that the program
used constitutes a useful instrument for improving
the learning process.
5 CONCLUSIONS
A computer application which objective is the
identification and numerical and graphical study of
Structures has been developed. A similar structure to
other specific Calculation software has been
followed: CYPE, TRICALT, etc. or to that of
analysis by the Finite Element Method, ANSYS,
ROBOT, etc. (pre-process, resolution and post
process).
The MOSOBA processor is intended to be
programme for training prior to the use of more
specific software. It has been created in a
WINDOWS environment to make it more attractive
to the novice and permits the resolution of a
structure very easily and in a short interval of time.
That is to say, it is wished to keep its didactic nature
although it is provided with enough power to tackle,
in combination with specific programmes on
reinforced or prestressed concrete or metal
structures, complex problems with the added
advantage of being able to control, in a highly
personal way, the value of the parameters taken into
account in the structure’s design.
This study has been completed with final-year
students at the Superior Polytechnic School of
Cordoba (Spain), with highly favourable results
when compared with students who did not use the
software.
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