Cooke, J. I., & Jo, J. (2019, June), The Top Three Motivational Factors for Students Entering Pre-engineering or Engineering Programs in Public Four-year Higher Education Institutions in Virginia  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33431

\bibitem{asee_peer_33431}
  Cooke, J. I., \& Jo, J. (2019, June), \emph{The Top Three Motivational Factors for Students Entering Pre-engineering or Engineering Programs in Public Four-year Higher Education Institutions in Virginia}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--33431

James Irvin Cooke Jr. and Jinmyun Jo.  "The Top Three Motivational Factors for Students Entering Pre-engineering or Engineering Programs in Public Four-year Higher Education Institutions in Virginia".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/33431 Internet.  11 Jan, 2025

\bibitem{asee_peer_33431}
  James Irvin Cooke Jr. and Jinmyun Jo.
  "The Top Three Motivational Factors for Students Entering Pre-engineering or Engineering Programs in Public Four-year Higher Education Institutions in Virginia".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/33431 Internet.  11 Jan, 2025

@INPROCEEDINGS{asee_peer_33431
author = "James Irvin Cooke Jr. and Jinmyun Jo"
title = "The Top Three Motivational Factors for Students Entering Pre-engineering or Engineering Programs in Public Four-year Higher Education Institutions in Virginia"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/33431}
number = {10.18260/1-2--33431}
}

TY  - CPAPER
AB  - There are many influences that affect a person’s decision to enter a science, technology, engineering or mathematical (STEM) major.  If the influences are not used suitably, individuals may not be motivated to maximize a positive affect or minimize a negative effect.  The purpose of this study was to determine top three motivating factors of high school students’ decisions to enter an engineering program in higher education institutions.  The population for the study was engineering students attending four-year public colleges and universities in the Commonwealth of Virginia that have pre-engineering or engineering programs.  The study implemented a non-experimental, quantitative methods approach to data collection and analysis.  A cross-sectional survey design was used as it was the most effective method for collecting large quantities of data quickly and efficiently.  The study result showed eighty-three percent of the respondents chose personal interests as an influence on their choice of major, seventy percent of the respondents chose career opportunities as an influence, and forty-three percent of the respondents chose family members as an influence.  It is believed that the school divisions can use the findings of the study to increase potential students for engineering majors and school division personnel can use the findings to determine ways to motivate students to be interested in STEM courses.  

The purpose of this study was to determine the top three motivating factors of high school students’ decisions to enter an engineering program in higher education institutions.  The population for the study was engineering students attending four-year public colleges and universities in the Commonwealth of Virginia that have pre-engineering or engineering programs.  The sample for this study was engineering students at four year public colleges and universities in Virginia in fall 2014 who participated in the study.  

AU  - James Irvin Cooke Jr.
AU  - Jinmyun Jo
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - The Top Three Motivational Factors for Students Entering Pre-engineering or Engineering Programs in Public Four-year Higher Education Institutions in Virginia
UR  - https://peer.asee.org/33431
DO  - 10.18260/1-2--33431
ER  -