An experiment in hands-on learning in engineering mechanics: statics

Students in an introductory engineering mechanics (statics) are randomly divided into two groups. Both groups receive identical instruction except for roughly once time per week, for the first half of the semester. During these exceptional sessions, one group is given hands-on manipulatives with which to solidify concepts, while the other group is not. The degree of learning is assessed with a midterm multiple choice concept test and midterm problem solving whose questions have multiple interconnected parts. Overall, the two groups show no notable difference in learning. However, when one looks at electrical engineering (EE) students and mechanical engineering (ME) students separately, it appears that the EE students benefit from the hands-on exercises, while the ME students might be better without.