July 26, 2021
July 26, 2021
July 19, 2022
Electrical and Computer
Previous studies show that many engineering undergraduates lack conceptual understanding of signals and systems. Although there is evidence that teaching style impacts conceptual understanding, there are few studies that investigate other reasons that some students understand the concepts while others do not. This paper tests how well a subset of factors from the Model of Educational Productivity (student ability and motivation, instructional quality and quantity, and home, peer, and classroom environment) explain the variance in signals and systems conceptual understanding at the end of an introductory undergraduate course. We present results from a linear regression model on data collected from surveys and concept inventories (n=124) that show the hypothesized factors explained 28% of variance in post-test conceptual understanding. Further, two of the factors were significantly predictive of conceptual understanding: ability (p<0.01) and motivation (p<0.10).
Crockett, C., & Finelli, C. J. (2021, July), Factors Influencing Conceptual Understanding in a Signals and Systems Course Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37175
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: © 2021 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