No abstract

Background: This article addresses the question of which physical-technical prior competencies students in Germany start their engineering studies with. Furthermore, it analyzes the influence of e.g. formal qualifications, curricular weights in school, or participation in preparatory courses on these prior competencies. Methods: Using a sample of 2345 students, we modelled the structure of competencies and conducted proficiency scaling. Furthermore, we computed t-tests and analyses of variance in order to analyze the physical-technical prior competencies' dependency on education biographies, gender, participation in propaedeutic courses etc. Results: Our results reveal a three-dimensional structure for the physical-technical prior competencies as most suitable. Additionally, we find a big variance in the physicaltechnical prior competencies. Students with a general entrance qualification, male students, students attending universities, students having had many physics lessons in school and students having participated in preparatory courses in physics achieve better results. Conclusions: Summing up, the results of our survey reveal a big variance in the physical-technical prior competencies. Hence, we find a substantial proportion of freshmen with significant competency deficits. We assume that these competency deficits constitute a factor which makes (the beginning of) engineering studies more difficult.

No abstract

No abstract

No abstract