June 14, 2009
June 14, 2009
June 17, 2009
Engineering Design Graphics
14.16.1 - 14.16.8
A Comparison of the Attitudes and Motivation of Students in an Introductory Technical Graphics Course: A Mix Methods Analysis
In the Fall semester of 2007, students in introductory engineering graphics courses at North Carolina State University (NCSU) were given a survey as well as motivation test to examine their attitudes and motivation to learn material in an introductory technical graphics course. This survey provided the Graphic Communications Program at NCSU with a look at the ways in which their classes achieve and fail in their mission to teach graphic concepts, methodology, and an appreciation of the function of graphics in professional and personal day - to-day experiences. The survey of 43 questions was based on the Colorado Learning Attitudes about Science Survey (CLASS) given by the Department of Physics at the University of Colorado. At the same time, an 81 question motivational survey was also given to the same students. Known as the Motivated Strategies for Learning Questionnaire (MSLQ), 31 questions related to motivation on this instrument focuses on six areas associated with student learning and motivation. Analyses of the data obtained from both of these surveys are examined and compared to determine how they relate to each other for individual students.
Student attitudes and motivation are major topics of discussion and investigation in all educational disciplines. As part of this research several questions need to be answered. What can practitioners do to motivate students to learn? What role does attitude play in student interest and understanding? These questions, and others, contribute to the research query for this collective study that further investigates motivation and student attitudes toward courses in engineering graphics. Foundational to this line of investigation is a multi-disciplinary base of information associated with attitude and motivation, paired with specified process and methodology information in the study series.
Motivation Many motivational processes are responsive to individual properties associated with tasks, the classroom, and the context of student engagement1. Literature on student motivation identifies many beliefs and constructs, but control, competence, and self-regulated strategic learning remain chief among them2. Both internal and external pressures assist in motivating adult learners3. As for the internal or intrinsic motivation, the attitude of self-determination is the nucleus of support for students4. This self-determined attitude is primarily a result of feeling competent. In adults, feelings of intellectual competence can be highly motivational when paired with internal pressures to serve as a driving force. Self-determination plays a major role in extrinsic motivation as well. This refers to “engaging in an activity to obtain an outcome
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