Unraveling the Nexus: Engineering Student Effort, Coding Protocols, and Academic Performance
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Educational Research and Methods Division (ERM) Technical Session 24
- Tagged Division
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Educational Research and Methods Division (ERM)
- Page Count
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13
- Permanent URL
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https://strategy.asee.org/48211
Paper Authors
Edwin Marte Zorrilla
University of Florida
orcid.org/0000-0002-8700-3882
Dr. Edwin Marte Zorrilla is an Instructional Assistant Professor in the Department of Engineering Education at the University of Florida. Dr. Marte Zorrilla received his Ph.D. in Engineering Education from the University of Florida in the Fall of 2023. The title of his dissertation is “Exploring the Relationship between Academic Performance and Subjective and Physiological Stress Measures during an Engineering Exam.” Edwin holds a Master of Engineering degree in Electrical Engineering (2022) from the University of Florida and a Master's degree in Educational Technology (2016) from the Universidad Tecnologica de Santiago (UTESA). He also holds a Bachelor of Science degree in Electronics Engineering (1998) from the Pontificia Universidad Catolica Madre y Maestra (PUCMM). He is fervently dedicated to understanding and improving student learning through active classroom engagement. He is passionate about exploring effective pedagogy, striving to captivate students' attention, stimulate their curiosity, and ignite their passion for learning.
Idalis Villanueva Alarcón
University of Florida
orcid.org/0000-0002-8767-2576
Dr. Villanueva is an Associate Professor in the Engineering Education Department at the University of Florida. Her multiple roles as an engineer, engineering educator, engineering educational researcher, and professional development mentor for underrepresented groups.
Darcie Christensen
Minnesota State University, Mankato
orcid.org/0000-0002-5061-4663
Dr. Darcie Christensen is a probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Iron Range Engineering, which is a on the Minnesota North - Mesabi Range College Campus in Virginia, MN. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is “A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is passionate about student success and support through mentorship and advising, both inside and outside of the classroom.
Jenefer Husman University of Oregon
Jenefer Husman received a doctoral degree in Educational Psychology from the University of Texas at Austin, in 1998. She served as an Assistant Professor at the University of Alabama from 1998 to 2002, when she moved to Arizona State University. In 2008 s
Matthew Charles Graham
Abstract
Abstract This paper delves into the intricate interplay between engineering student effort and its impact on academic performance, building upon and refining existing research (Christensen et al., 2019; Douglas & Alemanne, 2007). The study explored the effectiveness of a 3-point coding scheme created by the research team to assess perceived effort. Additionally, it employs statistical analyses, encompassing correlations and linear regression, to investigate the intricate relationships between perceived effort and exam performance. While previous research has emphasized the significance of student participation in academic contexts, measured through various metrics like attendance, discussion posts, emails, and learning management system interactions (Bekkering & Ward, 2021; Christensen et al., 2019; Douglas & Alemanne, 2007), the exploration of effort during actual exams in relation to student success remains largely uncharted. This exploratory study aimed to bridge this knowledge gap by meticulously examining the correlation between effort and performance in engineering exam questions. Our hypothesis aligns with the findings of Christensen and colleagues (2019), positing that students who invest greater effort, as quantified by the thorough documentation in their testing booklets, will yield more favorable outcomes compared to their counterparts who exert minimal effort.
Marte Zorrilla, E., & Villanueva Alarcón, I., & Christensen, D., & Husman, J., & Graham, M. C. (2024, June), Unraveling the Nexus: Engineering Student Effort, Coding Protocols, and Academic Performance Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/48211
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