Experimental Comparison of Teaching Methodologies for Regenerative Braking Systems Across Varying Student Expertise Levels in Universities in Bayelsa State, Nigeria

Abstract

This study evaluates the effectiveness of various teaching methodologies for regenerative braking systems across different student expertise levels in universities in Bayelsa State, Nigeria. The research employs a mixed-methods approach, combining quantitative assessments with qualitative feedback to compare traditional lecture-based instruction, problem-based learning, simulation-based training, and hands-on laboratory experiences. Data was collected from 127 undergraduate and 43 postgraduate engineering students across three universities in Bayelsa State. Results indicate that while simulation-based approaches yielded the highest overall comprehension gains (27.3% improvement), the optimal teaching methodology varied significantly based on student expertise level. Novice students benefited most from structured simulation activities combined with guided instruction, while advanced students showed greater improvement through project-based approaches that emphasized system integration and real-world applications. This research provides valuable insights for engineering educators in Nigerian universities seeking to optimize instruction for regenerative braking systems and similar sustainable transportation technologies, particularly in resource-constrained environments.