Al Shanti, M., & Thu, T. M., & Chew, K. J. (2025, March), Exploring Engineering Students’ Perspectives of Instructors’ Test Beliefs and Behaviors: A Secondary Data Analysis by Current Undergraduate Engineering Students  Paper presented at 2025 ASEE Southeast Conference , Mississippi State University, Mississippi. 10.18260/1-2--54166

\bibitem{asee_peer_54166}
  Al Shanti, M., \& Thu, T. M., \& Chew, K. J. (2025, March), \emph{Exploring Engineering Students’ Perspectives of Instructors’ Test Beliefs and Behaviors: A Secondary Data Analysis by Current Undergraduate Engineering Students}
  Paper presented at 2025 ASEE Southeast Conference , Mississippi State University, Mississippi.
  10.18260/1-2--54166

Maya Al Shanti, Thiha Myat Thu, and Kai Jun Chew.  "Exploring Engineering Students’ Perspectives of Instructors’ Test Beliefs and Behaviors: A Secondary Data Analysis by Current Undergraduate Engineering Students".  2025 ASEE Southeast Conference , Mississippi State University, Mississippi, 2025, March.  ASEE Conferences, 2025.  https://peer.asee.org/54166 Internet.  25 Apr, 2025

\bibitem{asee_peer_54166}
  Maya Al Shanti, Thiha Myat Thu, and Kai Jun Chew.
  "Exploring Engineering Students’ Perspectives of Instructors’ Test Beliefs and Behaviors: A Secondary Data Analysis by Current Undergraduate Engineering Students".
  \emph{2025 ASEE Southeast Conference , Mississippi State University, Mississippi, 2025, March}.
  ASEE Conferences, 2025.
  https://peer.asee.org/54166 Internet.  25 Apr, 2025

@INPROCEEDINGS{asee_peer_54166
author = "Maya Al Shanti, Thiha Myat Thu, and Kai Jun Chew"
title = "Exploring Engineering Students’ Perspectives of Instructors’ Test Beliefs and Behaviors: A Secondary Data Analysis by Current Undergraduate Engineering Students"
booktitle = "2025 ASEE Southeast Conference "
year = "2025"
month = "March"
address = "Mississippi State University, Mississippi"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/54166}
number = {10.18260/1-2--54166}
}

TY  - CPAPER
AB  - 	Instructors or teachers’ beliefs research on teaching have been widely documented as such research has demonstrated the importance of beliefs in shaping teaching practices. Engineering education research on teachers’ beliefs and behaviors are growing, but contributions are still needed to expand the knowledge domain. Particularly, understanding how students perceive such beliefs and behaviors are important because teaching has been shown to be an interactive activity, and exploring this side of research can further open up conversations about how these interactions can be improved between the teachers and the students. Our research will begin adding to literature on this by detailing findings by two current engineering students analyzing an existing data set on engineering instructors’ test usage beliefs and behaviors as undergraduate researchers.
	Under the guidance of the last author, the two undergraduate researchers employed secondary data analysis on the data collected by the principal investigator. Secondary data analysis is a method involving reanalyzing existing data set for many reasons. These reasons can include reanalyzing with new methods or theoretical lenses, for answering new research questions, by different researchers, combinations of these reasons, and many other reasons. With the amount of data being collected from various sources, engineering education researchers have argued for the need for such method to maximize the data for answering different questions. In our study, the principal investigators utilize secondary data analysis to train the two engineering students in conducting qualitative coding and analysis of interview and course document existing data for two participants with emergent coding. 
	Preliminary findings from both undergraduate researchers have found different foci grounded in each of their positionalities. Specifically, the first author focuses more on the contradictions of beliefs expressed by each participant, while the second author focuses on how the participants thought and acted on student cheating in tests and exams. These authors explained that their respective emerged findings are partly shaped by their positionalities as current engineering students and their experiences learning, such as perceptions of some engineering instructors not aligning their course elements. We argue that such findings are crucial in expanding the knowledge base on instructors’ beliefs and behaviors in teaching, especially from the students’ perspectives. In our study, having current engineering student analyzing instructors’ beliefs data as researchers shows usefulness in understanding what students may focus on when experience learning in engineering classrooms.
AU  - Maya Al Shanti
AU  - Thiha Myat Thu
AU  - Kai Jun Chew
CY  - Mississippi State University, Mississippi
DA  - 2025/03/09
PB  - ASEE Conferences
TI  - Exploring Engineering Students’ Perspectives of Instructors’ Test Beliefs and Behaviors: A Secondary Data Analysis by Current Undergraduate Engineering Students
UR  - https://peer.asee.org/54166
DO  - 10.18260/1-2--54166
ER  -