The Effects of a Preengineering Project-Based Learning Curriculum on Self-Efficacy among Community College Students

Autor/inn/en	Starobin, Soko S.; Chen, Yu; Kollasch, Aurelia; Baul, Tushi; Laanan, Frankie Santos
Titel	The Effects of a Preengineering Project-Based Learning Curriculum on Self-Efficacy among Community College Students
Quelle	In: Community College Journal of Research and Practice, 38 (2014) 2-3, S.131-143 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2014.851954
Schlagwörter	Community Colleges; Two Year College Students; Rural Schools; Engineering; Engineering Education; Self Efficacy; Active Learning; Student Projects; STEM Education; Social Theories; Epistemology; Student Characteristics; Statistical Significance; Student Surveys; Online Surveys; Factor Analysis; Gender Differences; Racial Differences; Parent Background; Educational Attainment; Mathematics Instruction; Curriculum Design; College Curriculum; Iowa + Suchen Sie Ihr Suchwort? Community college; Community College; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Maschinenbau; Ingenieurausbildung; Self-efficacy; Selbstwirksamkeit; Aktives Lernen; Schulprojekt; STEM; Gesellschaftstheorie; Erkenntnistheorie; Schülerbefragung; Faktorenanalyse; Geschlechterkonflikt; Rassenunterschied; Elternhaus; Bildungsabschluss; Bildungsgut; Mathematics lessons; Mathematikunterricht; Lehrplangestaltung
Abstract	Using statewide survey study data collected from more than 5,000 community college students, this study examined the impact of a preengineering curriculum on students' self-efficacy level after they entered rural community colleges. Project Lead The Way (PLTW), is a project-based learning curriculum for middle and high school students that strives to create a path to college and career success in STEM-related fields. In this article, the authors focused on comparing the probability of rating high self-efficacy among 86 community college students who participated in PLTW with students with no PLTW experience. The findings indicated that PLTW students have significantly lower probability of rating high self-efficacy compared to their non-PLTW counterparts. It might be that PLTW students rated their self-efficacy by comparing with a group of their close peers, who might be a group of academically high-ability students. This study provides implications for the unique, perhaps unintentional, peer effects of the project-based learning curriculum on the self-rating of students' self-efficacy. The findings highlighted the secondary-postsecondary nexus on STEM education, especially the importance of secondary programs that could positively influence the STEM educational pathways for community college students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10