The Continued Development and Validity Testing of an Engineering Design Value-Expectancy Scale (EDVES) for High School Students (Fundamental)

Sherri Youssef; J. Hylton; Todd France; Patrick Herak; Bruce Wellman

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: PCEE Technical Session 6: Engineering Design in High School
Page Count: 13
DOI: 10.18260/1-2--40653
Permanent URL: https://peer.asee.org/40653
Download Count: 188

Paper Authors

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Sherri Youssef The Ohio State University

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Sherri Youssef is an incoming PhD student to the Engineering Education Department at The Ohio State University with research interests focused on student identity and motivation to pursue engineering. She previously worked as a Graduate Teaching & Research Associate for the department while pursuing her M.S., received her M.S. in Mechanical Engineering and her B.S. in Materials Science and Engineering from The Ohio State University.

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J. Hylton Ohio Northern University

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Blake is an Associate Professor of Mechanical Engineering at Ohio Northern University.

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Abstract

As more institutions create first year engineering programs that teach an engineering design process, there is a growing desire to prepare students for this coursework in the high school setting. When exposing such a broad population to these ideas, a primary question arises regarding student attitudes toward engineering and how these attitudes develop over time. That is, how does this exposure to engineering design influence student attitudes toward engineering? Moreover, answering this question will allow educators to better understand what motivates students to learn, how much their motivation impacts their overall mastery of these skills, and how these aspects of engineering self-efficacy and engineering design may differ between those who are on a pre-engineering track and those who are not.

To begin answering this question, high school students enrolled in the Olathe City school system of Olathe, Kansas completed Engineering Problem-Framing Design Activities (EPDAs) in participating science courses (AP physics, physics, advanced biotechnology, chemistry, honors chemistry, biology, honors biology, and physical science specifically) of the traditional science and engineering academy curriculums offered by the district. Student engineering self-efficacy and motivation was also measured at the beginning and end of their coursework. This was conducted via a new instrument, the Engineering Design Value-Expectancy Scale (EDVES), which includes 38 items across three primary subscales: expectancy of success in, perceived value of, and identification with engineering and design. The development of this tool was presented and discussed in a previous study where the EDVES instrument was analyzed for validity among first-year undergraduate engineering students. In this work, the responses of high school students on the EDVES were analyzed to establish validity in this new population and to begin exploring trends in student responses based on their sub-population. Validity testing was completed via Cook’s validation evidence model with respect to scoring, generalization, and extrapolation evidence. The pre-course EDVES responses obtained were used to complete validation and trend analysis (note that post-course data was not readily available at the time of analysis).

Citation
Format

Youssef, S., & Hylton, J., & France, T., & Herak, P., & Wellman, B. (2022, August), The Continued Development and Validity Testing of an Engineering Design Value-Expectancy Scale (EDVES) for High School Students (Fundamental) Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40653

TY  - CPAPER
AB  - As more institutions create first year engineering programs that teach an engineering design process, there is a growing desire to prepare students for this coursework in the high school setting. When exposing such a broad population to these ideas, a primary question arises regarding student attitudes toward engineering and how these attitudes develop over time. That is, how does this exposure to engineering design influence student attitudes toward engineering? Moreover, answering this question will allow educators to better understand what motivates students to learn, how much their motivation impacts their overall mastery of these skills, and how these aspects of engineering self-efficacy and engineering design may differ between those who are on a pre-engineering track and those who are not.

To begin answering this question, high school students enrolled in the Olathe City school system of Olathe, Kansas completed Engineering Problem-Framing Design Activities (EPDAs) in participating science courses (AP physics, physics, advanced biotechnology, chemistry, honors chemistry, biology, honors biology, and physical science specifically) of the traditional science and engineering academy curriculums offered by the district. Student engineering self-efficacy and motivation was also measured at the beginning and end of their coursework. This was conducted via a new instrument, the Engineering Design Value-Expectancy Scale (EDVES), which includes 38 items across three primary subscales: expectancy of success in, perceived value of, and identification with engineering and design. The development of this tool was presented and discussed in a previous study where the EDVES instrument was analyzed for validity among first-year undergraduate engineering students. In this work, the responses of high school students on the EDVES were analyzed to establish validity in this new population and to begin exploring trends in student responses based on their sub-population. Validity testing was completed via Cook’s validation evidence model with respect to scoring, generalization, and extrapolation evidence. The pre-course EDVES responses obtained were used to complete validation and trend analysis (note that post-course data was not readily available at the time of analysis).
AU  - Sherri Youssef
AU  - J. Hylton
AU  - Todd France
AU  - Patrick Herak
AU  - Bruce Wellman
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - The Continued Development and Validity Testing of an Engineering Design Value-Expectancy Scale (EDVES) for High School Students (Fundamental)
UR  - https://peer.asee.org/40653
DO  - 10.18260/1-2--40653
ER  -