Daytona Beach, Florida
August 6, 2017
August 6, 2017
August 8, 2017
FYEE Division - Paper Submission
As a national initiative to support engineering students’ retention, engineering programs have seen a wave of revisions in their first-year programs in the last years. These program modifications are intended to enhance student success in engineering, including both students’ achievement and students’ motivation to persist in an engineering degree. This paper will look at students’ perceptions as it compares Traditional versus Revised versions of an introductory engineering course taught in a general first year engineering program. The purpose of this paper is to examine students’ course perceptions from a Traditional versus Revised version of an introductory engineering course. Students’ perceptions of the class are measured using the MUSIC model of motivation. Using a quantitative approach, descriptive comparisons will be analyzed between students’ perceptions of the introductory engineering course. Statistical tests will be conducted comparing the motivation constructs in the two different course types. Motivation constructs included in surveys presented at the end of the semester in the two versions of the course are the measures of students’ perceptions used in this study. By measuring students’ perceptions using the MUSIC model of motivation, practical implications will be suggested. This information will be especially useful for the instructors and developers of course content and pedagogy.
Virguez, L., & Reid, K. (2017, August), AN ANALYSIS OF FIRST YEAR ENGINEERING STUDENTS’ COURSE PERCEPTIONS IN TWO INTRODUCTORY ENGINEERING COURSES Paper presented at 2017 FYEE Conference, Daytona Beach, Florida. https://peer.asee.org/29394
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