Collection

AEE Journal

Authors

Jae-eun Russel; Mark Andersland; Sam Van Horne; John Gikonyo; Logan Sloan

, intrinsic value, and test anxiety. The second andthird surveys also asked students to identify the most helpful and challenging aspects of the course. Students’ demographic information, test scores, homework scores, and prior learning outcomes(cumulative graduate point average and ACT math scores) were collected after the semester wasover. Participation in the study was voluntary, and participants received a small cash compensationfor the time that they spent completing surveys.Measures in Self-reported Surveys Self-efficacy, intrinsic value, and test anxiety were measured by 22 items adopted from the Mo-tivation Beliefs Questionnaire (Pintrich & De Groot, 1990). The engagement measure consisted ofthree subscales: behavioral

Collection

AEE Journal

Authors

Katherine Fu; Robert Kirkman; Bumsoo Lee

human tendencies to lie, exaggerate,give perceived desired answers, and be influenced by mood. Self-reported data is relativelylow-cost to collect, and is therefore combined with direct testing to give a richer picture ofthe data. Here, self-reported measures include a Likert-scale survey regarding feelings aboutthe importance of ethical thinking, combined with a self-efficacy survey inquiring about howequipped students feel they are to perform particular tasks related to ethical awareness andanalysis. Direct skills testing, in which students’ ability or knowledge is tested with an objectively evalu-ated task, is more reliably valid, but again comes with its own drawbacks. The experimental findingsare highly influenced by the choice and