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. 10.18260/1-2--32783

\bibitem{asee_peer_32783}
  Chong, R. C. (2019, June), \emph{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.
  10.18260/1-2--32783

Rylan  C. Chong.  "Examining the Relationship of Active Team-based Learning and Technology and Engineering Students' Research Self-efficacy in a Cybersecurity Traineeship Class".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32783 Internet.  15 Dec, 2024

\bibitem{asee_peer_32783}
  Rylan  C. Chong.
  "Examining the Relationship of Active Team-based Learning and Technology and Engineering Students' Research Self-efficacy in a Cybersecurity Traineeship Class".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32783 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_32783
author = "Rylan  C. Chong"
title = "Examining the Relationship of Active Team-based Learning and Technology and Engineering Students' Research Self-efficacy in a Cybersecurity Traineeship Class"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32783}
number = {10.18260/1-2--32783}
}

TY  - CPAPER
AB  - 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.
AU  - Rylan  C. Chong
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Examining the Relationship of Active Team-based Learning and Technology and Engineering Students' Research Self-efficacy in a Cybersecurity Traineeship Class
UR  - https://peer.asee.org/32783
DO  - 10.18260/1-2--32783
ER  -