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Enhancing the First Year Engineering Student Motivation through an Introductory Engineering Course

机译：通过介绍工程课程提高第一年工程学生动机

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This study is conducted to investigate the degree of enhancement of motivation obtained by the first year engineering students after going through an introductory engineering course. This is done at various engineering departments to help students undergo a smooth transition from school to university. In this paper, the learning environment criterion using How People Learn (HPL) framework in different introductory engineering courses is observed. The four lenses in the HPL (knowledge-, learner-, assessment-, community-centered) introduced by Bransford are used as the basis to evaluate the effectiveness of the course to enhance student motivation. A pre- and post-test questionnaires using Motivated Strategies for Learning Questionnaire (MSLQ) are administered to the engineering freshmen in four selected engineering departments, quoted as Departments A, B, C and D, in a technology-based university in Malaysia. This instrument is used to measure individual rate using the 7 point Likert-scale items. The main constructs for this instrument consist of intrinsic goal orientation, extrinsic goal orientation, task value, self-efficacy for learning and performance and control of learning beliefs. The descriptive analysis provides the mean, standard deviation and mean-difference to see the significance of the pre- and post-test results. The paired sample t-test is used to determine the significant differences of motivation levels at the beginning and end of the course. The results show that students of Department A (which implements all four lenses of HPL framework) have improved their motivation after completing the introductory engineering course and this would help them to retain the program, as well as to improve their enthusiasm to learn.
机译：进行本研究以调查通过介绍工程课程后第一年工程学生获得的动机的增强程度。这是在各种工程部门完成的，以帮助学生接受从学校到大学的顺利过渡。在本文中，观察了使用人们学习（HPL）框架在不同介绍性工程课程中的学习环境标准。布兰德福推出的HPL（知识，学习，评估，社区为中心）的四个镜头被用作评估课程效力以提高学生动机的基础。使用有动力的学习问卷（MSLQ）的预先测试问卷（MSLQ）由四个选定的工程部门的工程新生管理，在马来西亚的技术型大学中引用。该仪器用于使用7点李克特级别项目来衡量单独的速率。该仪器的主要构造包括内在目标方向，外在目标方向，任务价值，学习和性能的自我效能，以及学习信仰的控制。描述性分析提供了平均值，标准偏差和平均值，以了解测试前和后测试结果的重要性。配对样品T检验用于确定课程开始和结束时的动机水平显着差异。结果表明，部门A（实现了所有四个HPL框架的镜头）在完成介绍工程课程后改善了他们的动机，这有助于他们保留该计划，以及提高学习的热情。

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