Oyewola, Y., & Cowburn, B., & Barlow, R., & Goodridge, W., & Becker, K. (2022, August), The Effect of Introducing Biological and Environmental Discipline-Themed Problems in Statics on Students’ Self-Efficacy and Perceived-Value of the Course  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40529

\bibitem{asee_peer_40529}
  Oyewola, Y., \& Cowburn, B., \& Barlow, R., \& Goodridge, W., \& Becker, K. (2022, August), \emph{The Effect of Introducing Biological and Environmental Discipline-Themed Problems in Statics on Students’ Self-Efficacy and Perceived-Value of the Course}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40529

Yemisi Oyewola, Brian Cowburn, Ryan Barlow, Wade Goodridge, and Kurt Becker.  "The Effect of Introducing Biological and Environmental Discipline-Themed Problems in Statics on Students’ Self-Efficacy and Perceived-Value of the Course".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40529 Internet.  29 Jun, 2024

\bibitem{asee_peer_40529}
  Yemisi Oyewola, Brian Cowburn, Ryan Barlow, Wade Goodridge, and Kurt Becker.
  "The Effect of Introducing Biological and Environmental Discipline-Themed Problems in Statics on Students’ Self-Efficacy and Perceived-Value of the Course".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40529 Internet.  29 Jun, 2024

@INPROCEEDINGS{asee_peer_40529
author = "Yemisi Oyewola, Brian Cowburn, Ryan Barlow, Wade Goodridge, and Kurt Becker"
title = "The Effect of Introducing Biological and Environmental Discipline-Themed Problems in Statics on Students’ Self-Efficacy and Perceived-Value of the Course"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40529}
number = {10.18260/1-2--40529}
}

TY  - CPAPER
AB  - Statics is a required course for the biological and environmental engineering majors, but it often focuses solely on mechanical and civil engineering applications. With no connection to their career, students often see a drop in performance and career development. Therefore, new problems from biological and environmental engineering disciplines are introduced into the course. This study examines the self-efficacy developed within students and the perceived value they ascribe to new problems that teach fundamental statics concepts and focus on biological and environmental principles. The study collected data from 133 students over three semesters. The effect of this intervention was measured by administering a pre-and post-survey at the beginning and end of the course to the Biological, Civil, Environmental, and Mechanical Engineering students found in the class. The surveys asked the participants to rate five questions about their self-efficacy and seven questions about their perceived value for the newly introduced homework problems. Ratings were conducted with a five-point Likert scale. Self-efficacy (SE) and perceived value (PV) were studied because of their correlation to performance and future career development. This is a work in progress, and there is an ongoing effort to continue to build the data pool of biological and environmental engineering students since the numbers of those that participated in the study are not large enough to empirically arrive at a conclusion. As such, this study will only be looking at the trend data for the biological end environmental engineering students. The change in the Mean for the SE pre (4.14±0.74) and post (4.10±1.03) data and PV pre (3.40±0.89) and post (3.62±0.73) data showed that there was an improvement in the PV of the course by the Biological and Environmental Engineering students after the new problems were introduced. SE did not reveal any significant difference. This also correlated with the trend in the mean for SE and PV for each individual semesters’ survey. In addition to this, the Wilcoxon signed-rank test was used to find significant changes in the data for pre-and post-surveys ranking of the nonparametric data. The results indicated that there was a significant increase in students’ PV of the course (pvalue = 0.003) while the SE was not significant (pvalue= 0.128). This study shows that even though authentic Biological and Environmental focused engineering problems have no impact on the students' self-efficacy, they still found the intervention valuable and helpful to their understanding of the course. This value was derived by adding Biological and Environmental engineering-focused questions to Statics and this implies that instructors can maximize the effectiveness of their instruction by implementing major-specific examples and assignments in their classes.  


Keywords: Self-Efficacy, Perceived Value, Statics, Biological and Environmental Engineering

AU  - Yemisi Oyewola
AU  - Brian Cowburn
AU  - Ryan Barlow
AU  - Wade Goodridge
AU  - Kurt Becker
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - The Effect of Introducing Biological and Environmental Discipline-Themed Problems in Statics on Students’ Self-Efficacy and Perceived-Value of the Course
UR  - https://peer.asee.org/40529
DO  - 10.18260/1-2--40529
ER  -