Addressing engineering educators' concerns: Collaborative learning and achievement

Wen Ting Chung; Glenda Stump; Jonathan Hilpert; Jenefer Husman; Wonsik Kim; Ji Eun Lee

doi:10.1109/FIE.2008.4720284

Addressing engineering educators' concerns: Collaborative learning and achievement

Wen Ting Chung, Glenda Stump, Jonathan Hilpert, Jenefer Husman, Wonsik Kim, Ji Eun Lee

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

16 Scopus citations

Abstract

Recent calls for engineering education reform have included collaborative learning as a means to prepare students for future careers in engineering. The purpose of this study was to examine the effects of collaboration and self-efficacy on undergraduate engineering students' achievement. The results indicated significant positive correlations between collaborative learning and course grade (r = .29) and self-efficacy and course grade (r = .44). The linear combination of collaboration and self-efficacy accounted for 22% of the variance in course grade. Collaborative learning remained a significant predictor of course grade over and above self-efficacy. The results showed that students engaging in collaboration with peers achieved at higher levels than those who did not. In a field where individual work and competition has traditionally been valued, opportunities for collaboration may be beneficial to students' academic achievement.

Original language	English (US)
Title of host publication	Proceedings - Frontiers in Education Conference, FIE
DOIs	https://doi.org/10.1109/FIE.2008.4720284
State	Published - 2008
Event	38th ASEE/IEEE Frontiers in Education Conference, FIE 2008 - Saratoga Springs, NY, United States Duration: Oct 22 2008 → Oct 25 2008

Other

Other	38th ASEE/IEEE Frontiers in Education Conference, FIE 2008
Country/Territory	United States
City	Saratoga Springs, NY
Period	10/22/08 → 10/25/08

Keywords

Academic achievement
Collaborative learning
Engineering education
Self-efficacy

ASJC Scopus subject areas

Computer Science Applications
Software
Education

Access to Document

10.1109/FIE.2008.4720284

Cite this

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title = "Addressing engineering educators' concerns: Collaborative learning and achievement",

abstract = "Recent calls for engineering education reform have included collaborative learning as a means to prepare students for future careers in engineering. The purpose of this study was to examine the effects of collaboration and self-efficacy on undergraduate engineering students' achievement. The results indicated significant positive correlations between collaborative learning and course grade (r = .29) and self-efficacy and course grade (r = .44). The linear combination of collaboration and self-efficacy accounted for 22% of the variance in course grade. Collaborative learning remained a significant predictor of course grade over and above self-efficacy. The results showed that students engaging in collaboration with peers achieved at higher levels than those who did not. In a field where individual work and competition has traditionally been valued, opportunities for collaboration may be beneficial to students' academic achievement.",

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author = "Chung, {Wen Ting} and Glenda Stump and Jonathan Hilpert and Jenefer Husman and Wonsik Kim and Lee, {Ji Eun}",

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language = "English (US)",

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T2 - 38th ASEE/IEEE Frontiers in Education Conference, FIE 2008

AU - Chung, Wen Ting

AU - Stump, Glenda

AU - Hilpert, Jonathan

AU - Husman, Jenefer

AU - Kim, Wonsik

AU - Lee, Ji Eun

PY - 2008

Y1 - 2008

N2 - Recent calls for engineering education reform have included collaborative learning as a means to prepare students for future careers in engineering. The purpose of this study was to examine the effects of collaboration and self-efficacy on undergraduate engineering students' achievement. The results indicated significant positive correlations between collaborative learning and course grade (r = .29) and self-efficacy and course grade (r = .44). The linear combination of collaboration and self-efficacy accounted for 22% of the variance in course grade. Collaborative learning remained a significant predictor of course grade over and above self-efficacy. The results showed that students engaging in collaboration with peers achieved at higher levels than those who did not. In a field where individual work and competition has traditionally been valued, opportunities for collaboration may be beneficial to students' academic achievement.

AB - Recent calls for engineering education reform have included collaborative learning as a means to prepare students for future careers in engineering. The purpose of this study was to examine the effects of collaboration and self-efficacy on undergraduate engineering students' achievement. The results indicated significant positive correlations between collaborative learning and course grade (r = .29) and self-efficacy and course grade (r = .44). The linear combination of collaboration and self-efficacy accounted for 22% of the variance in course grade. Collaborative learning remained a significant predictor of course grade over and above self-efficacy. The results showed that students engaging in collaboration with peers achieved at higher levels than those who did not. In a field where individual work and competition has traditionally been valued, opportunities for collaboration may be beneficial to students' academic achievement.

KW - Academic achievement

KW - Collaborative learning

KW - Engineering education

KW - Self-efficacy

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Addressing engineering educators' concerns: Collaborative learning and achievement

Abstract

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Keywords

ASJC Scopus subject areas

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