Addressing engineering educators' concerns: Collaborative learning and achievement

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

Research output: Contribution to journalConference articlepeer-review

16 Scopus citations


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 languageEnglish (US)
Article number4720284
Pages (from-to)T3A3-T3A7
JournalProceedings - Frontiers in Education Conference, FIE
StatePublished - 2008
Externally publishedYes
Event38th ASEE/IEEE Frontiers in Education Conference, FIE 2008 - Saratoga Springs, NY, United States
Duration: Oct 22 2008Oct 25 2008


  • Academic achievement
  • Collaborative learning
  • Engineering education
  • Self-efficacy

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications


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