Asee peer logo

Assessment of Changes in Confidence and Judgements of Problem-Solving Processes in Senior Level Chemical Engineering Students

Download Paper |

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

Assessment in Chemical Engineering Education

Page Count

16

Permanent URL

https://peer.asee.org/41661

Download Count

72

Request a correction

Paper Authors

biography

Jessica Pittman Texas Tech University

visit author page

Jessica is a 4th year graduate student at Texas Tech University in the Cognitive Experimental Psychology doctoral program. He interests broadly revolve around student self-regulation in the context of higher education.

visit author page

author page

Sheima Khatib Texas Tech University

biography

Roman Taraban Texas Tech University

visit author page

Professor in Psychological Sciences

visit author page

Download Paper |

Abstract

Metacognitive reflection and problem-solving confidence are key factors in the development of problem-solving skills. However, engineering education research has seldom looked at the relationship between confidence, as an affective process, and problem-solving skills, as a more technical or analytic process. The goal of this study was to identify and quantify students’ reflections on changes in their confidence that emerged through participation in a content-review course for engineering students – i.e., determine what students reported to be the driving forces behind changes in confidence. The participants were chemical engineering seniors who completed a 3-credit course that, in part, reviewed major Fundamentals of Engineering (FE) Chemical topics that constitute the core courses in the Chemical Engineering curriculum to prepare for taking the FE exam. Changes in students’ confidence and reflective processing were measured through a weekly survey. The weekly surveys consisted of both Likert ratings and open-ended questions. The latter asked students to respond to the following prompt: Briefly state why your confidence did or did not change (after completing this week’s activities). Student responses were categorized by human coders using a basic interpretive approach. Frequencies of categorized units representing students’ responses were calculated and correlated with Likert ratings for initial confidence, confidence following topic coverage, and metacognitive reflection, as well as with mock FE exam scores. An exploratory k-means cluster analysis further identified students belonging to four clusters. A potential implication of this study for engineering education is to highlight the importance of students’ confidence in problem-solving skills for subsequent performance. Importantly, this study presents students’ perceptions and appraisals of the course activities that impact their problem-solving confidence.

Pittman, J., & Khatib, S., & Taraban, R. (2022, August), Assessment of Changes in Confidence and Judgements of Problem-Solving Processes in Senior Level Chemical Engineering Students Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41661

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015