Title

Addressing Engineering Educators' Concerns: Collaborative Learning and Achievement

Document Type

Presentation

Presentation Date

10-23-2008

Conference Name

Frontiers in Education: Racing Toward Innovation in Engineering Education

Conference Location

Saratoga Springs, New York

Source of Publication

38th ASEE/IEEE Frontiers in Education Conference, FIE 2008. Proceedings

Publisher

Elsevier B.V.

Publication Date

12-1-2008

Inclusive pages

T3A-3 - T3A-7

Peer Review

Invited

Abstract

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.

Keywords

Academic achievement, Collaborative learning, Engineering education, Self-efficacy

Disciplines

Education

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Link to Original Published Item

http://fie-conference.org/fie2008/papers/1085.pdf