0

Full Content is available to subscribers

Subscribe/Learn More  >

Correlating Student Motivation to Course Performance in Capstone Design

[+] Author Affiliations
Amanda Bessette, Vitalis Okafor, Beshoy Morkos

Florida Institute of Technology, Melbourne, FL

Paper No. DETC2014-35506, pp. V003T04A004; 12 pages
doi:10.1115/DETC2014-35506
From:
  • ASME 2014 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 3: 16th International Conference on Advanced Vehicle Technologies; 11th International Conference on Design Education; 7th Frontiers in Biomedical Devices
  • Buffalo, New York, USA, August 17–20, 2014
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-4634-6
  • Copyright © 2014 by ASME

abstract

This paper presents the preliminary results of a motivational study of students enrolled in their capstone design course during their senior year in mechanical engineering at the Florida Institute of Technology. Student teams are assigned a project and teams are tasked with completing a design project over a one-year (2 semesters) span. Data is collected during the beginning of the fall semester and during the end of the spring semester. Two methods were used to collect the data of the class. A live interview was conducted for each of the capstone teams. Within this interview, a range of questions are asked to facilitate an understanding of what motivates the student. An adaptation of the Motivated Learning Strategies Questionnaire (MSLQ) survey instrument was also administered to the students to collect quantitative data. The MSLQ framework divides the instruments into two sets of questions to address motivation and learning. Motivation is comprised of three factors: test anxiety, self-efficacy, and intrinsic value. Statistical analysis is performed on the quantitative data to determine significance or correlation between student motivation and performance. Performance is measured through the student’s grade (evaluated by instructor) and peer evaluation (evaluated by team). The analysis is performed through segmenting the sample into international versus domestic, and males versus females; to identify any differences in motivation between the groups. Results indicate there are differences between international and domestic students along all motivational factors. Further, differences are identified between males and females for intrinsic anxiety motivational factors.

Copyright © 2014 by ASME
Topics: Design , Students

Figures

Tables

Interactive Graphics

Video

Country-Specific Mortality and Growth Failure in Infancy and Yound Children and Association With Material Stature

Use interactive graphics and maps to view and sort country-specific infant and early dhildhood mortality and growth failure data and their association with maternal

NOTE:
Citing articles are presented as examples only. In non-demo SCM6 implementation, integration with CrossRef’s "Cited By" API will populate this tab (http://www.crossref.org/citedby.html).

Some tools below are only available to our subscribers or users with an online account.

Related Content

Customize your page view by dragging and repositioning the boxes below.

Related eBook Content
Topic Collections

Sorry! You do not have access to this content. For assistance or to subscribe, please contact us:

  • TELEPHONE: 1-800-843-2763 (Toll-free in the USA)
  • EMAIL: asmedigitalcollection@asme.org
Sign In