An examination of students' motivation in engineering service courses

Mamaril, Natasha A.; Usher, Ellen L.; Economy, David Ross; Kennedy, Marian S.

doi:10.1109/fie.2013.6685152

Cited by 8 publications

(4 citation statements)

References 14 publications

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“…Here we find an interesting conundrum: in order for the students to achieve their external goals they recognised that they needed to have internal drive. Mamaril, Usher, Economy and Kennedy (2013) found that there was a positive relationship between self-efficacy in engineering students and academic achievement; therefore, for the students to remain motivated throughout their studies, it is important for them to know themselves; their strengths and their limitations. Such a scenario is fine when students are content with their studies and grades but when they encounter particular issues they may over-react and consider that they are the reason for their own 'failure' rather than consider that there could be improvements in the teaching, materials, resources, topic etc.…”

Section: Discussionmentioning

confidence: 99%

The motivation to study: an analysis of undergraduate engineering students at a Caribbean university

Maharaj

Blair

Kee

2016

Journal of Further and Higher Education

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The link between motivation and success is well documented; however, there is still room to problematise motivation in regards to the individual and contextual levels. This study looks at motivation in relation to students studying undergraduate engineering courses at a The University of the West Indies, St Augustine and seeks to discover the factors that motivate them to study and the factors that keep them motivated. An online questionnaire was constructed using 19 Likert-type questions and five questions that allowed for open-ended qualitative responses. The findings reveal that participants tended to be motivated by the increased possibility of desired future careers and tended to stay motivated by a combination of goal-orientation and family support. It is recommended that departments, faculties and institutions deliberate on shared and contextually constructed understandings of why students choose to enrol in particular university courses.

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Section: Discussionmentioning

confidence: 99%

The motivation to study: an analysis of undergraduate engineering students at a Caribbean university

Maharaj

Blair

Kee

2016

Journal of Further and Higher Education

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“…Lecturers often struggle to keep all the students interested on their classes, either in middle or high school [1] or at University level [2]. While some students do not require for an additional motivation, others lose their interest progressively and sometimes this has a negative impact on their peers.…”

Section: Introductionmentioning

confidence: 98%

Implementing a competitive learning framework in Chemical Engineering degree in Spain and its applicability on an inter-university scenario

Triviño-Cabrera

Rubia

Moreno

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

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In the degree of Chemical Engineering at the University of Málaga (Spain), some subjects that complete the curricula of students are perceived by them as unnecessary for their future career. This is the case of the subject "Electronics and Electrical Engineering". In order to motivate these students, we have implemented a competitive framework: Students are gathered into teams and compete along several tasks. Those students completing the activities correctly obtain some additional points that are added to the mark of their final exam. Moreover, there is a ranking for the teams and the winners get some extra points. Our preliminary results shows that the students find this methodology both appealing and motivating. However, the teams need to be carefully selected so that the students can participate even when their colleagues have left the subject. In our work in progress, we are increasing the competition level by including students from the University of Granada (Spain); hence, one of the key aspects is how to design the activities appropriately in an inter-University scenario.

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“…They often prefer economics, humanities or social science, even though they commonly use different technical products in everyday life. Questions, how to motivate undergraduate students to study electrical engineering, electronics and IT, is often discussed [1], [2], [3]. A whole range of events, which can help, are organized at CTU in Prague, Faculty of electrical engineering.…”

Section: Introductionmentioning

confidence: 99%

How to support interest in engineering in secondary education

Fischer¹,

Haasz²

2019

Photonics and Education in Measurement Science 2019

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Two activities, how to increase interest in the study of electrical engineering and electronics, are described in the paper: workshops for teachers and participation in the Embedded Technology Club for students. Workshops for teachers acquaint them with the utilization of IT in a laboratory education, to make it more attractive and so to increase the interest of students to study natural sciences or engineering. The educational low-cost laboratory system and its applications in laboratories are presented during the workshop. The Embedded Technology Club (ETC) is a club intended as for students of secondary schools, who has an interest in electronics, as for other persons interested in this area. The business is focused both on education in the fundamentals of up-to-date design, development, and programming of electronic devices and solving some more simple projects concerning instrumentation. Activities are designed so that also students of secondary schools, who have no experience with electronics, but only basic knowledge in physics, can take part in. The priority is to have the interest to learn new things and to get hands-on experience.

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An examination of students' motivation in engineering service courses

Cited by 8 publications

References 14 publications

The motivation to study: an analysis of undergraduate engineering students at a Caribbean university

The motivation to study: an analysis of undergraduate engineering students at a Caribbean university

Implementing a competitive learning framework in Chemical Engineering degree in Spain and its applicability on an inter-university scenario

How to support interest in engineering in secondary education

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