Engineering students' readiness for self-directed learning

Thomas Litzinger, Sang Ha Lee, John Wise

Research output: Contribution to journalConference article

9 Citations (Scopus)

Abstract

The study summarized in this paper extends the previous work of the authors that attempted to determine whether capstone engineering courses have an effect on readiness for self-directed learning. The previous study suffered from a poor participation rate and several other potential problems. A new experimental design eliminated these problems. Pre-test and post-test data were collected in two sections of a capstone course in Mechanical Engineering. Results show no statistically significant change in the average pre-test and post-test scores; however, a fraction of the students were found to experience significant increases and decreases. A regression analysis was conducted in an attempt to understand the effect of the characteristics of the students such as gender and grade point average as well as project and section; however, no statistically significant correlation between the change in SDLRS score and any of these factors were found. Interviews with instructors were also conducted and suggested that the decreases in the scores for one project were likely due to the nature of the interactions of the project mentor with the students. Implications of the results of this study for curricular design are discussed.

Original languageEnglish (US)
Pages (from-to)5067-5077
Number of pages11
JournalASEE Annual Conference Proceedings
StatePublished - Oct 25 2004
EventASEE 2004 Annual Conference and Exposition, "Engineering Researchs New Heights" - Salt Lake City, UT, United States
Duration: Jun 20 2004Jun 23 2004

Fingerprint

Students
Mechanical engineering
Regression analysis
Design of experiments

All Science Journal Classification (ASJC) codes

  • Engineering(all)

Cite this

@article{db5251dbe076421ab80892180a9753a1,
title = "Engineering students' readiness for self-directed learning",
abstract = "The study summarized in this paper extends the previous work of the authors that attempted to determine whether capstone engineering courses have an effect on readiness for self-directed learning. The previous study suffered from a poor participation rate and several other potential problems. A new experimental design eliminated these problems. Pre-test and post-test data were collected in two sections of a capstone course in Mechanical Engineering. Results show no statistically significant change in the average pre-test and post-test scores; however, a fraction of the students were found to experience significant increases and decreases. A regression analysis was conducted in an attempt to understand the effect of the characteristics of the students such as gender and grade point average as well as project and section; however, no statistically significant correlation between the change in SDLRS score and any of these factors were found. Interviews with instructors were also conducted and suggested that the decreases in the scores for one project were likely due to the nature of the interactions of the project mentor with the students. Implications of the results of this study for curricular design are discussed.",
author = "Thomas Litzinger and Lee, {Sang Ha} and John Wise",
year = "2004",
month = "10",
day = "25",
language = "English (US)",
pages = "5067--5077",
journal = "ASEE Annual Conference Proceedings",
issn = "0190-1052",

}

Engineering students' readiness for self-directed learning. / Litzinger, Thomas; Lee, Sang Ha; Wise, John.

In: ASEE Annual Conference Proceedings, 25.10.2004, p. 5067-5077.

Research output: Contribution to journalConference article

TY - JOUR

T1 - Engineering students' readiness for self-directed learning

AU - Litzinger, Thomas

AU - Lee, Sang Ha

AU - Wise, John

PY - 2004/10/25

Y1 - 2004/10/25

N2 - The study summarized in this paper extends the previous work of the authors that attempted to determine whether capstone engineering courses have an effect on readiness for self-directed learning. The previous study suffered from a poor participation rate and several other potential problems. A new experimental design eliminated these problems. Pre-test and post-test data were collected in two sections of a capstone course in Mechanical Engineering. Results show no statistically significant change in the average pre-test and post-test scores; however, a fraction of the students were found to experience significant increases and decreases. A regression analysis was conducted in an attempt to understand the effect of the characteristics of the students such as gender and grade point average as well as project and section; however, no statistically significant correlation between the change in SDLRS score and any of these factors were found. Interviews with instructors were also conducted and suggested that the decreases in the scores for one project were likely due to the nature of the interactions of the project mentor with the students. Implications of the results of this study for curricular design are discussed.

AB - The study summarized in this paper extends the previous work of the authors that attempted to determine whether capstone engineering courses have an effect on readiness for self-directed learning. The previous study suffered from a poor participation rate and several other potential problems. A new experimental design eliminated these problems. Pre-test and post-test data were collected in two sections of a capstone course in Mechanical Engineering. Results show no statistically significant change in the average pre-test and post-test scores; however, a fraction of the students were found to experience significant increases and decreases. A regression analysis was conducted in an attempt to understand the effect of the characteristics of the students such as gender and grade point average as well as project and section; however, no statistically significant correlation between the change in SDLRS score and any of these factors were found. Interviews with instructors were also conducted and suggested that the decreases in the scores for one project were likely due to the nature of the interactions of the project mentor with the students. Implications of the results of this study for curricular design are discussed.

UR - http://www.scopus.com/inward/record.url?scp=5444247359&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=5444247359&partnerID=8YFLogxK

M3 - Conference article

SP - 5067

EP - 5077

JO - ASEE Annual Conference Proceedings

JF - ASEE Annual Conference Proceedings

SN - 0190-1052

ER -