Activating First-Year Engineering Students' Conation to Learn

Khairiyah Mohd-Yusof; Nur Shahira Samsuri; Maizam Alias; Akbariah Ary Mohd Mahdzir

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: ERM: ERM Medley Session!
Page Count: 22
DOI: 10.18260/1-2--41120
Permanent URL: https://peer.asee.org/41120
Download Count: 427

Paper Authors

biography

Khairiyah Mohd-Yusof Universiti Teknologi Malaysia

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Professor Dr. Khairiyah Mohd-Yusof is the President of the Society of Engineering Education Malaysia, the founding Director of the Centre for Engineering Education, Universiti Teknologi Malaysia. She is practitioner, trainer, mentor and researcher in scholarly engineering education practices.

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Dr. Akbariah Mohd Mahdzir(Ary) is a data scientist with a long-standing interest in psychometrics and a passionate advocate of fairness and high standards in testing.Her precise interest is on the aspect of instrument development and validation with the application of Rasch Model and Structural Equation Modelling. She obtained her PhD in Measurement and Evaluation from Universiti Kebangsaan Malaysia. She has nearly 20 years of experience in the psychometrics field, including work as a Consultant inside and outside of Malaysia including Malaysia Digital Economy Corporation Sdn Bhd, MIMOS Berhad's Psychometrics and Cognitive Analytics Labs, the Examination Syndicate, Malaysia's Ministry of Education, MOE’s Education Planning and Research Department, and UNESCO. She is a member of Psychometric
Society, International Sociological Association, and 5th Division of APA.

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Abstract

This study investigates whether first-year engineering students' conation has the potential to be activated after learning in an introductory engineering course which was designed to support students’ learning through the implementation of Cooperative Problem-Based Learning, an inductive student-centered approach that utilized authentic problems. A pre-and post-test instrument using Goal Orientation Index (GOI) was administered to thirty first-year engineering students taking an introduction to engineering course. The GOI has 96-items of 5-ordered-categories questionnaire consisting of three primary constructs of striving behavior in conation: Plan, Act, and Reflect. The GOI was analysed using Rasch measurement model to evaluate instruments' measurement functioning through investigating items' reliability coefficient, separation, fit statistics, unidimensionality, and person-item distribution map (PIDM). The pre- and post-data were analysed using SPSS which includes descriptive statistics to obtain the mean and standard deviation, and inferential statistics to investigate the significant difference in students’ conation. The Rasch analysis shows that all items in the GOI instrument were reliable and valid to be used for statistical analysis. The reliability of the items and person has exceeded 0.70 and 1.5 respectively which is considered acceptable to be used and no modification to the item should be made. The separation indices for items and persons also have met the acceptable level of separation indices. The inferential statistics using a paired-sample t-test showed that there is no significant statistical difference in students’ conation at pre-and post-test as the p-value exceeds 0.05. However, the results of the descriptive statistics, all sub-constructs show activation in conation as the mean values of the post-test is higher than the pre-test. This is also supported by the PIDM which clarifies that students agreed to various items at post-test. The results show that providing support at the tertiary level, specifically in a supportive learning environment, has the potential to activate students' conation.

Citation
Format

Mohd-Yusof, K., & Samsuri, N. S., & Alias, M., & Mohd Mahdzir, A. A. (2022, August), Activating First-Year Engineering Students' Conation to Learn Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41120

TY  - CPAPER
AB  - This study investigates whether first-year engineering students' conation has the potential to be activated after learning in an introductory engineering course which was designed to support students’ learning through the implementation of Cooperative Problem-Based Learning, an inductive student-centered approach that utilized authentic problems.  A pre-and post-test instrument using Goal Orientation Index (GOI) was administered to thirty first-year engineering students taking an introduction to engineering course.  The GOI has 96-items of 5-ordered-categories questionnaire consisting of three primary constructs of striving behavior in conation: Plan, Act, and Reflect.  The GOI was analysed using Rasch measurement model to evaluate instruments' measurement functioning through investigating items' reliability coefficient, separation, fit statistics, unidimensionality, and person-item distribution map (PIDM). The pre- and post-data were analysed using SPSS which includes descriptive statistics to obtain the mean and standard deviation, and inferential statistics to investigate the significant difference in students’ conation. The Rasch analysis shows that all items in the GOI instrument were reliable and valid to be used for statistical analysis. The reliability of the items and person has exceeded 0.70 and 1.5 respectively which is considered acceptable to be used and no modification to the item should be made. The separation indices for items and persons also have met the acceptable level of separation indices.  The inferential statistics using a paired-sample t-test showed that there is no significant statistical difference in students’ conation at pre-and post-test as the p-value exceeds 0.05. However, the results of the descriptive statistics, all sub-constructs show activation in conation as the mean values of the post-test is higher than the pre-test. This is also supported by the PIDM which clarifies that students agreed to various items at post-test.  The results show that providing support at the tertiary level, specifically in a supportive learning environment, has the potential to activate students' conation.  
AU  - Khairiyah Mohd-Yusof
AU  - Nur Shahira Samsuri
AU  - Maizam Alias
AU  - Akbariah Ary Mohd Mahdzir
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Activating First-Year Engineering Students' Conation to Learn
UR  - https://peer.asee.org/41120
DO  - 10.18260/1-2--41120
ER  -