Huang, S., & Mativo, J. M. (2015, June), Impact of Interventions on Students' Conceptual Understanding of Dynamics Principles and Self-efficacy  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24223

\bibitem{asee_peer_24223}
  Huang, S., \& Mativo, J. M. (2015, June), \emph{Impact of Interventions on Students' Conceptual Understanding of Dynamics Principles and Self-efficacy}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24223

Shaobo Huang and John M. Mativo.  "Impact of Interventions on Students' Conceptual Understanding of Dynamics Principles and Self-efficacy".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24223 Internet.  23 Apr, 2024

\bibitem{asee_peer_24223}
  Shaobo Huang and John M. Mativo.
  "Impact of Interventions on Students' Conceptual Understanding of Dynamics Principles and Self-efficacy".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24223 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_24223
author = "Shaobo Huang and John M. Mativo"
title = "Impact of Interventions on Students' Conceptual Understanding of Dynamics Principles and Self-efficacy"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24223}
number = {10.18260/p.24223}
}

TY  - CPAPER
AB  -         Impact of interventions on students' conceptual understanding of                      dynamics principles and self-efficacyEngineering dynamics is required in several engineering majors and the Fundamental ofEngineering exam (FE). This course is known for its challenging content and for a nationalaverage of 53% success rate in the FE. Problem identification, one outcome required by ABETcriteria, is identified as one of the challenges for students in Dynamics. With this backgroundknowledge two researchers from different institutions in different regions in the United States ofAmerica (US) conducted a quasi- experimental study to investigate the impact of interventionson students’ conceptual understanding of dynamics and engineering self-efficacy, which is a keyfactor that mediates student academic performance.Two public universities were involved in the study one located in the mid-west and the other inthe south. The university in the south was the quasi-control group while the one in the Midwestwas the treatment group. Approximately 30 students in Dynamics course at each institution wereinvolved. Students in the treatment group received a list of optional practice questions at the endof each chapter. The questions were selected from the current and previously covered chaptersand listed in a random order. The goal of this intervention was to improve students’ capacity inproblem identification and their engineering self-efficacy. In this study, problem identificationwas defined as identifying the features of questions and categorizing them by the dynamicsprinciples that can be applied to solve the corresponding group(s) of questions. Data werecollected through pre- and post-assessment from both groups at the beginning and the end of thesemester, respectively. Findings from the study shed light on effects and impact of interventionson students’ understanding of dynamics principles and self-efficacy.
AU  - Shaobo Huang
AU  - John M. Mativo
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Impact of Interventions on Students' Conceptual Understanding of Dynamics Principles and Self-efficacy
UR  - https://peer.asee.org/24223
DO  - 10.18260/p.24223
ER  -