Collection

2014 Fall ASEE Middle Atlantic Section Conference

Authors

Sadan Kulturel-Konak; Abdullah Konak; Gül E. Okudan Kremer; Ivan E. Esparragoza

processing questions, as well as the average scores of inherentprecursor for sustaining long-term learning. Therefore, interest, perceived importance, and self-efficacy questions forevaluating students’ inherent interest is especially critical for the two groups. In the overall scores, Group II performed aboutprofessional skills assessment, where sustainable, long-term 5% higher than Group I did (with a statistical significance oflearning is paramount. In this study, participants’ inherent p=0.011). The overall test score in Table II indicated a slightinterests were measured using the three Likert-scale questions progress in teamwork communication skills of students, but(five levels ranging from 1-Not Interested