Addressing Engineering Educators' Concerns: Collaborative Learning and Achievement
Frontiers in Education: Racing Toward Innovation in Engineering Education
Saratoga Springs, New York
Source of Publication
38th ASEE/IEEE Frontiers in Education Conference, FIE 2008. Proceedings
T3A-3 - T3A-7
Recent calls for engineering education reform have included collaborative learning as a means to prepare students for future careers in engineering. The purpose of this study was to examine the effects of collaboration and self-efficacy on undergraduate engineering students’ achievement. The results indicated significant positive correlations between collaborative learning and course grade (r = .29) and self-efficacy and course grade (r = .44). The linear combination of collaboration and self-efficacy accounted for 22% of the variance in course grade. Collaborative learning remained a significant predictor of course grade over and above self-efficacy. The results showed that students engaging in collaboration with peers achieved at higher levels than those who did not. In a field where individual work and competition has traditionally been valued, opportunities for collaboration may be beneficial to students’ academic achievement.
Academic achievement, Collaborative learning, Engineering education, Self-efficacy
Chung Wen-Ting, Glenda Stump, Jonathan Hilpert, Jenefer Husman, Wonsik Kim, and Ji Eun Lee (2008).
Addressing Engineering Educators' Concerns: Collaborative Learning and Achievement. 38th ASEE/IEEE Frontiers in Education Conference, FIE 2008. Proceedings. T3A-3 - T3A-7. Elsevier B.V..Presented at Frontiers in Education: Racing Toward Innovation in Engineering Education, Saratoga Springs, New York.
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