Abstract
This study evaluated the effectiveness of a collaborative co-teaching initiative implemented across three educational institutions—the University of State, Community College, and High School—through two key construction courses: Construction Materials and Methods and Construction Safety. Designed to bridge gaps across educational levels, the initiative adopted a mixed-methods research approach to assess student learning outcomes, instructional effectiveness, and stakeholder perceptions. Quantitative data were collected from standardized assessments, including quizzes, a safety plan project, and exams administered across multiple years. Analytical techniques such as Welch's two-sample t-tests and Welch ANOVA were employed to compare student performance between and within institutions, adjusting for unequal variances and sample sizes. Post hoc Games-Howell tests further identified specific temporal differences. Student perceptions were analyzed using survey data subjected to Kruskal-Wallis tests for institutional comparisons and Exploratory Factor Analysis (EFA) to uncover latent constructs related to instructional quality and engagement. Qualitative data from open-ended survey responses, instructor reflections, and structured classroom observations were thematically coded and triangulated to validate quantitative trends. Findings revealed that students benefited from the co-teaching model, with statistically significant improvements in certain performance indicators and strong positive perceptions of instructional clarity, engagement, and technology integration. Observational evidence reinforced these outcomes, illustrating active participation, use of digital tools, and diverse instructional strategies. The study concluded that collaborative co-teaching across institutional boundaries can enhance pedagogical effectiveness, foster student engagement, and enrich construction management education. The research offers scalable implications for curriculum design, inter-institutional collaboration, and workforce development.
Included in
Construction Engineering and Management Commons, Engineering Education Commons, Vocational Education Commons