Project-based engineering learning in college: associations with self-efficacy, effort regulation, interest, skills,
Liang Li Wu1, Christian Fischer2, Fernando Rodriguez3
1Henry Samueli School of Engineering, University of California, Irvine, Irvine, USA.
SN Social Sciences
|December 13, 2021
Summary
Introductory engineering courses using project-based learning maintained student motivation and improved engineering skills. Neither face-to-face nor hybrid modes showed differences in motivation or skill development.
Area of Science:
- Engineering Education
- Educational Psychology
Background:
- Introductory engineering courses face challenges with declining student motivation and high attrition rates.
- Project-based learning (PBL) is explored as a pedagogical approach to enhance student engagement and retention in engineering programs.
Purpose of the Study:
- To quantitatively examine student participation, motivation, and skill development in an introductory engineering course.
- To compare the effectiveness of face-to-face versus hybrid instructional modes within a project-based engineering course.
Main Methods:
- A quantitative study involving 160 students in an introductory project-based engineering course.
- Mixed-design analysis of variance was used to compare motivational constructs (self-efficacy, effort regulation, interest) and engineering skills across instructional modes and over time.
Main Results:
- Student motivation (self-efficacy, effort regulation, interest) did not significantly decrease throughout the course or differ between face-to-face and hybrid modes.
- Engineering skills significantly increased over the course duration, with no significant differences observed between instructional modalities.
- Higher interest in engineering and effort regulation were positively correlated with improved course performance, independent of instructional mode.
Conclusions:
- Project-based learning in introductory engineering courses can effectively maintain student motivation and foster skill development.
- Both face-to-face and hybrid delivery methods appear equally effective in supporting student motivation and learning outcomes in this context.
- The findings suggest that PBL can be a valuable strategy for improving student success and retention in engineering majors.
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