Motivation, Self-efficacy, and Student Engagement in Intermediate Mechanical Engineering Courses

Ford, Matthew; Ritz, Hadas; Fisher, Elizabeth M.

doi:10.18260/1-2--34985

Cited by 4 publications

(8 citation statements)

References 23 publications

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“…Student engagement was found to be a problem for kindergarten students in online learning (Ford et al, 2021;Maimun & Bahtiar, 2022;Saxena, 2021). Hence, Hypothesis 5 proposes that kindergarten students have low engagement during online learning.…”

Section: Student Engagementmentioning

confidence: 98%

“…Early childhood education teachers observed that children's low participation levels and limited social interaction are some of the challenges found in online teaching (Ford et al, 2021). Social interactions, students' motivation in learning, and distraction in online learning during COVID-19 are some challenges observed by kindergarten and primary school teachers in another study (Kundu & Bej, 2021).…”

Section: Introduction Online Teaching and Learning During Covid-19mentioning

confidence: 93%

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+Exploring the Effectiveness of Kindergarten Students’ Online Learning During the COVID-19 Pandemic

Chui,

Chin,

Wan

2024

INT J INSTRUCTION

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Online teaching was adopted in Hong Kong and many other places worldwide due to lockdown policies during the COVID-19 pandemic. This research explores the effectiveness of kindergarten students’ online learning as measured by parents’ reports of their child’s satisfaction with learning, engagement in learning, effective teaching strategies, and an environment conducive to online learning. Parents of 392 students from 40 randomly selected kindergartens in Hong Kong completed questionnaires in March 2022, a few months after the end of online teaching. A questionnaire was designed for this study, with reliability and validity supported by Confirmatory Factor Analysis (CFA). Structural Equation Modeling (SEM) was used to test hypotheses. The findings show that effective teaching strategies and an environment conducive to online learning positively affected student learning. It can cast light on the issue of whether online teaching is suitable for kindergarten students, the appropriate teaching strategies, and the kind of learning environment needed to enhance online learning processes and outcomes.

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Section: Student Engagementmentioning

confidence: 98%

Section: Introduction Online Teaching and Learning During Covid-19mentioning

confidence: 93%

+Exploring the Effectiveness of Kindergarten Students’ Online Learning During the COVID-19 Pandemic

Chui,

Chin,

Wan

2024

INT J INSTRUCTION

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“…In line with students 'learning motivation as a result of introduction of the mechatronic courses, Ford, Ritz and Fisher (2020) and Makarova, et al, (2020) realized that students are motivated to learn the challenging technologies and experiences. This is due to the fact that when acquiring challenging skills, learners feel they are more advanced and can fit the industrial world.…”

Section: Introductionmentioning

confidence: 95%

“…It was further found that mechatronics engineering has attracted the attention of students simply because its mode of learning has smashed away the traditional way of learning into hands on experience. Cementing on the same idea, Ford, Ritz and Fisher (2020) agreed that the hands-on experience acquired from learning mechatronics promotes the acquisition of skills and competencies among graduates.…”

Section: Empirical Literature Reviewmentioning

confidence: 99%

Factors Influencing Students’ Acceptability of Mechatronics Engineering Course: Evidence from Mbeya University of Science and Technology, Tanzania

Nzowa¹

2022

EAJESS

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This study examined factors Influencing Students’ acceptability of Mechatronics Engineering Course. The study utilized the descriptive survey research design and quantitative research approach to address the research problem. A random sample of 138 respondents was drawn from the population of 260 students taking mechatronic engineering at Mbeya University of Science and Technology. Data was collected through a structured questionnaire. The statistical treatment of data was done through descriptive statistics in terms of mean scores. The study established that acceptability is influenced by both learning factors and employability factors. Mechatronic engineering program promotes students learning motivation due to its collaborative and interactive nature. Students’ learning motivation was highly influenced by the way the course focused on hand on skills, thus stimulating the learning environment. Based on the conclusions, it is recommended that to increase acceptability of the course among students, the program should be designed in such a way that it sharpens practical skills among students. This can be achieved by establishing mechatronic workshops which should be furnished with necessary equipment and facilities to allow students to acquire practical skills for self-employment. Finally, technical training colleges and higher learning institutions which offer mechatronic engineering programs should invest in supportive learning and teaching facilities. Availability of facilities is also necessary to cultivate learning motivation among students.

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“…In theory, students and educators came into the 2020–2021 school year with more preparation time and experience with pandemic learning and other challenging pandemic‐related conditions. However, reports indicate that many classrooms still struggled with effective pedagogy (Chen et al, 2020; Chierichetti & Backer, 2021) and student motivation (Daniels et al, 2021; Ford et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Connection and alienation during the COVID‐19 pandemic: The narratives of four engineering students

McIntyre

Rohde

Clements

et al. 2023

J of Engineering Edu

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Background:The COVID-19 pandemic has highlighted, exacerbated, and caused many challenges within engineering education. At the same time, the pandemic provided opportunities for engineering educators to learn from forced change to promote strategic efforts to improve classroom engagement and connection to better support engineering students.Purpose: We leveraged students' stories to discuss ways university administrators, faculty, and instructors can better support their students during times of global crisis and beyond the current pandemic.Design/Method: We conducted longitudinal narrative interviews with four White women engineering students from different universities in their third and fourth years. The students were selected from a larger research project because their rich and reflective stories resonated with other participant narratives, the research team, and ongoing conversations about educating during and after the COVID-19 pandemic. Through narrative inquiry, we constructed "restoryed" vignettes and identified patterns within the four students' distinctive stories by drawing on a theoretical framework designed to examine connection and alienation. Results: The findings provided insights into how students were stressed and disconnected from their education in undesirable ways. The findings also provide insight into how those same students received support and maintained a connection to their institution, advisors, and instructors that educators could emulate.Conclusions: Our theoretical framework of connection and alienation proved helpful for understanding the experiences of four engineering students. Additionally, these stories provide practical examples of how faculty and staff can support student connections beyond the pandemic.

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Motivation, Self-efficacy, and Student Engagement in Intermediate Mechanical Engineering Courses

Cited by 4 publications

References 23 publications

+Exploring the Effectiveness of Kindergarten Students’ Online Learning During the COVID-19 Pandemic

+Exploring the Effectiveness of Kindergarten Students’ Online Learning During the COVID-19 Pandemic

Factors Influencing Students’ Acceptability of Mechatronics Engineering Course: Evidence from Mbeya University of Science and Technology, Tanzania

Connection and alienation during the COVID‐19 pandemic: The narratives of four engineering students

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