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Self-Efficacy Versus Gender: Project-Based Active Learning Techniques in Biomedical Engineering Introductory Computer

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Project-based active learning in biomedical engineering (BME) boosts student self-efficacy, particularly in programming applications and career vision. However, gender disparities persist in confidence with complex material and interest in programming-intensive BME careers.

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Area of Science:

  • Engineering Education
  • Biomedical Engineering (BME)

Background:

  • Active learning, especially project-based approaches, is increasingly adopted in engineering curricula.
  • Project-based learning holds significant potential for enhancing student learning experiences and outcomes.

Purpose of the Study:

  • To investigate the effects of project-based active learning on students' self-efficacy in biomedical engineering (BME) courses.
  • To assess the impact on academic persistence and career decision-making.
  • To compare self-efficacy differences between genders.

Main Methods:

  • Implementation of project-based learning techniques in BME classes.
  • Administration of surveys to measure academic and career-oriented self-efficacy.
  • Statistical analysis, including Cronbach's alpha for internal consistency and t-tests for gender comparisons.

Main Results:

  • High internal consistency for academic (0.908) and career (0.862) self-efficacy scales.
  • Significant improvements in self-efficacy related to "clearer vision of programming application in engineering," "BME careers," and "expectation of success in a future BME career that involves developing medical devices."
  • Female students reported significantly lower self-confidence in understanding complex material and willingness for programming-intensive BME careers compared to male students.

Conclusions:

  • Project-based active learning positively impacts self-efficacy in BME students.
  • Addressing gender-based disparities in self-efficacy is crucial for promoting equality in STEM fields.
  • Further strategies are needed to enhance female students' confidence and interest in programming-intensive engineering roles.