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Improving Self-Efficacy in Engineering Students using PLC Based Traffic Light Experiments

Nebojsa Jaksic

University of Southern Colorado

Abstract In ABET EC2000, eight of the eleven attributes are defined as abilities of engineering program graduates. While educators have methods to measure these abilities, the students are often left with a somewhat vague idea of their increased knowledge and little sense of advancement in their engineering capabilities. This research aims to develop metrics to measure improvements in the self-efficacy of senior engineering students through a set of increasingly more challenging laboratory exercises. The experimental setup consists of a programmable logic controller (PLC), a replica of an intersection of two roads with a set of traffic lights and road sensors, and a number of toy cars capable of triggering the sensors. Experiments progress from flashing red and yellow lights, through controlling a single traffic light, controlling the whole intersection, to implementing the sensors in creating a more complicated intersection control. The self-efficacy of students is assessed through a questionnaire. An analysis of the results shows the change in self-efficacy for engineering students who participated in this study.

Introduction In his theory of motivation, Maslow 1 clarified the relationship between motivation and unmet needs. His Hierarchy of Needs defines the human needs from bottom up as follows: physiological needs such as food, water and shelter; safety needs such as security, freedom from fear and order; belongingness and love needs; esteem needs such as self-respect, achievement and reputation; and self-actualization needs. These needs must be satisfied from bottom up. It is assumed in this study that all of the lower level needs of our engineering students are sufficiently satisfied. They have food, shelter, are safe and feel they belong with their peers. Brandon 2 divides self-esteem into two interrelated components: self-efficacy (the sense of self- competence) and self-respect (the sense of personal worth). Self-efficacy is further related to one’s confidence in the functioning of one’s mind and in one’s ability to think, understand, learn, and make decisions3.

This work will concentrate on satisfying self-efficacy needs of engineering students. In relation to career, self-efficacy refers to one’s beliefs regarding “career-related behaviors, educational and occupational choice, and performance and persistence in the implementation of those choices4.” According to Bandura 5, self-efficacy is learned and self-efficacy expectations are acquired through performance accomplishments, vicarious learning, verbal persuasion and physiological/emotive states. Through successful accomplishments of course tasks students Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education

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Jaksic, N. (2002, June), Improvement Of Self Efficacy In Engineering Students Using Plc Based Traffic Light Experiments Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10852