Academic Preparedness as a Predictor of Achievement in an Engineering Design Challenge

Autor/inn/en	Mentzer, Nathan; Becker, Kurt
Titel	Academic Preparedness as a Predictor of Achievement in an Engineering Design Challenge
Quelle	In: Journal of Technology Education, 22 (2010) 1, S.22-42 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1064
Schlagwörter	Design; Grade Point Average; Academic Achievement; Achievement Tests; Technology Education; Predictor Variables; Engineering Education; Achievement Gains; Problem Based Learning; Learning Experience; Statistical Significance; Concept Teaching; Correlation; Problem Solving; Academic Records; Longitudinal Studies; Learning Readiness + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Technisch-naturwissenschaftlicher Unterricht; Prädiktor; Ingenieurausbildung; Achievement gain; Leistungssteigerung; Problem-based learning; Problemorientiertes Lernen; Lernerfahrung; Korrelation; Problemlösen; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernbereitschaft
Abstract	The purpose of this study was to determine if a student's academic success, measured by grade point average (GPA) in mathematics, science, and communication courses, is correlated with student change in achievement during an engineering design challenge. Engineering design challenges have been implemented and researched in K-16 environments where engineering principles are applied to solve real world problems. For purposes of this research, an engineering design challenge was defined as a team-based activity in which students engage in solving a real world problem. This approach is initiated by negotiation of the problem definition. Design teams and clients work together to establish their problem and constraints. Previous quasi-experimental research has established that engineering design challenges are successful in increasing student achievement. To build upon this research base, the current study addressed the potential relationship between students' academic history, measured by GPA, and their experience during an engineering design challenge, as measured by an achievement test. In this research, student achievement was significantly correlated to science GPA, but not significantly to mathematics or communication GPA. Therefore, a student participating in this study was likely to perform better on the achievement test if their science GPA was higher. The differences are not only statistically significant, but they are practically significant. Results from this study indicate that while achievement gaps exist, these gaps are not widened while introducing engineering design concepts into a technology education classroom. Special education students performed poorly on the achievement test as did lower science GPA students, however, growth among these groups was not statistically different than their peers. Thus, engineering design infused into technology education does not disadvantage student growth as measured by an achievement test over time. (Contains 1 figure and 6 tables.) (ERIC).
Anmerkungen	Journal of Technology Education. Web site: http://scholar.lib.vt.edu/ejournals/JTE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10