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Examining the Relationship of Active Team-based Learning and Technology and Engineering Students' Research Self-efficacy in a Cybersecurity Traineeship Class

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

CEED Technical Session II: Developing Research and Design Skills Through Experiential Learning

Tagged Division

Cooperative and Experiential Education

Tagged Topic

Diversity

Page Count

17

Permanent URL

https://peer.asee.org/32783

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Paper Authors

biography

Rylan C. Chong Chaminade University

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Dr. Rylan Chong is a data scientist in the Division of Natural Sciences and Mathematics at Chaminade University of Honolulu. He earned his bachelor’s degree in Computer Science from Chaminade University of Honolulu. Dr. Chong has a master’s degree from Purdue University in Information Security. He specialized in biometric systems and human factors during his master’s degree. Dr. Chong completed his Doctor of Philosophy degree in Information Security and a Graduate Certificate in Information Security Policy at Purdue University. His dissertation work investigated the relationships of social cognitive career theory factors and cybersecurity research self-efficacy of former and current college students.

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Abstract

This research paper investigated the relationship of a cybersecurity active team-based learning research class and technology and engineering students’ research self-efficacy. In addition, this study examined whether the relationship was different between genders. The students in the class were from eight universities and worked in teams with a mentor from a government agency or lab who provided them with a real unclassified cybersecurity problem. The study was conducted in 2016 and included a sample of 18 students (males=13 and females=5) who responded to a pre-survey and a post-survey (Cronbach’s alphas for both surveys =.96) that measured researched self-efficacy using a 100-point Likert scale (0=complete uncertainty and 100=complete certainty). Due to a small sample, a Wilcoxon Signed Rank Test and a Mann-Whitney U Test were used to analyze the data. As part of the posttest, students were asked open-ended questions about their negative and positive experiences of the class that was analyzed using qualitative inductive and summative strategies. The study found the following, students’ research self-efficacy posttest score was higher than pretest, and the observed difference was statistically significant. Both males and females had a higher research self-efficacy posttest score than pretest. The observed difference of the pretest and posttest for males was found to be statistically significant. Males had a higher research self-efficacy posttest score compared to females, but the observed difference was not statistically significant. The qualitative analysis results are, increasing self-efficacy could be attributed to students (1) having the feeling that they are gaining knowledge, skills, and abilities in research; (2) having a mentor to guide and learn from; (3) working on a real-world cybersecurity problem; (4) working in a team that is cohesive; and (5) do not feel they have a short amount of time to work on a project. It is important to note that the results should be interpreted carefully, because of the small sample and large variances.

Chong, R. C. (2019, June), Examining the Relationship of Active Team-based Learning and Technology and Engineering Students' Research Self-efficacy in a Cybersecurity Traineeship Class Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32783

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