Abstract
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 language | English (US) |
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Article number | 4720284 |
Pages (from-to) | T3A3-T3A7 |
Journal | Proceedings - Frontiers in Education Conference, FIE |
DOIs | |
State | Published - 2008 |
Externally published | Yes |
Event | 38th ASEE/IEEE Frontiers in Education Conference, FIE 2008 - Saratoga Springs, NY, United States Duration: Oct 22 2008 → Oct 25 2008 |
Keywords
- Academic achievement
- Collaborative learning
- Engineering education
- Self-efficacy
ASJC Scopus subject areas
- Software
- Education
- Computer Science Applications