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IMPROVING SENIOR CAPSTONE DESIGN STUDENT PERFORMANCE THROUGH INTEGRATION OF PRESENTATION INTERVENTION PLAN

机译：通过介绍干预计划完善高级Capstone设计学生绩效

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摘要

This paper presents the findings of a study comparing the motivational factors and performance of two mechanical engineering senior capstone design course cohorts: 2014 and 2015 students. The study measures the motivation of students throughout capstone, a non-traditional course, and the impacts motivation had on their course performance (peer evaluations and team grade). The second cohort participated in an intervention plan during a design methodologies course completed the semester prior to senior capstone design. Quantitative data was collected at both the beginning and end of the course; whereas, qualitative data was collected at the end of the course. Our method utilizes an adapted version of the Motivational Student Learning Questionnaire (MSLQ). The survey asks a variety of questions to measure the performance and motivation levels of the student. Performance factors studied are cognitive value and self-regulation. Motivation factors include presentation anxiety, intrinsic value, and self-efficacy. Statistical analysis is performed among the factors, cohort populations, and within the population (male versus females and domestic versus international) to identify if a correlation exists with student course performance. Amongst other findings, the results indicate the student's experienced positive change due to participation in the intervention plan.
机译：本文介绍了一项研究的研究结果，比较了两种机械工程高级卡通设计课程队列的动机因素和性能：2014年和2015年学生。该研究措施衡量凭证，非传统课程，非传统课程的学生的动力，以及对课程绩效（同行评估和团队成绩）的影响。第二个队列在设计方法课程期间参加了干预计划，在高级卡通设计之前完成了学期。在课程的开始和结束时收集定量数据;虽然，在课程结束时收集了定性数据。我们的方法利用适应版的动机学习问卷（MSLQ）。调查询问了各种问题来衡量学生的性能和动机水平。所研究的性能因素是认知价值和自我调节。动机因素包括呈现焦虑，内在价值和自我效能。在因素，群组群体和人口中进行统计分析（男性与女性和国内与国际）进行，以确定是否存在与学生课程绩效相关的相关性。在其他调查结果中，结果表明，由于参与干预计划，学生经验丰富的积极变化。

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