scholarly journals Functional Measurement Applied to Engineering Students’ Test Anxiety Judgment for Online and Face-to-face Tests

2021 ◽  
Vol 10 (3) ◽  
pp. 1599-1612
Author(s):  
Maria Isolde ◽  
Guadalupe Elizabeth ◽  
Ricardo Jesus ◽  
Claudia Moreno-Rodriguez ◽  
Erick Alejandro
Keyword(s):  
Goal Orientation ◽  
Test Anxiety ◽  
Information Integration ◽  
Engineering Students ◽  
Anxiety Group ◽  
Test Mode ◽  
Face To Face ◽  
Integration Mechanism ◽  
Combined Test ◽  
Functioning Level

<p style="text-align: justify;">This study explored the cognitive mechanism behind information integration in the test anxiety judgments in 140 engineering students. An experiment was designed to test four factors combined (test goal orientation, test cognitive functioning level, test difficulty and test mode). The experimental task required participants to read 36 scenarios, one at a time and then estimate how much test anxiety they would experience in the evaluation situation described in each scenario. The results indicate three response styles (low, moderate, and high-test anxiety) among the participants. The orientation and difficulty of each given exam scenario were the most critical factors dictating test anxiety judgments. Only the moderate test anxiety group considered the test mode to be a third relevant factor. The integration mechanism for Cluster 1 was multiplicative, while for Clusters 2 and 3, it was summative. Furthermore, these last two clusters differed in terms of the valuation of the factors. These results suggest that programs that help students to cope with test anxiety need to take into account the valuation and integration mechanism that students use to integrate different information in specific examination contexts, since the way students assess their internal and external circumstances can influence how they deal with evaluative situations.</p>

First-Year Japanese Learners' Perceptions of Computerised vs. Face-to-Face Oral Testing

2020 ◽  
pp. 203-220
Author(s):  
Hiroshi Hasegawa ◽  
Julian Chen ◽  
Teagan Collopy
Keyword(s):  
Student Perceptions ◽  
Test Anxiety ◽  
Oral Proficiency ◽  
First Year ◽  
Oral Performance ◽  
Structured Interviews ◽  
Face To Face ◽  
Affective Factors ◽  
Japanese Learners

This chapter explores the effectiveness of computerised oral testing on Japanese learners' test experiences and associated affective factors in a Japanese program at the Australian tertiary level. The study investigates (1) Japanese beginners' attitudes towards the feasibility of utilising a computer-generated program vs. a tutor-fronted oral interview to assess their oral proficiency, and (2) the challenges and implications of computerised oral testing vis-à-vis Japanese beginners. It presents the initial findings of the qualitatively analysed data collected from student responses to open-ended survey questions and follow-up semi-structured interviews. A thematic analysis approach was employed to examine student perceptions of the two different test settings and their effects on students' oral performance in relation to test anxiety. Despite the fact that computerised oral testing was overall perceived to be beneficial for streamlining the test process and reducing learners' test anxiety, the findings also identified its limitations.

scholarly journals A MODEL TO DEVELOP PEER FEEDBACK SKILLS IN FIRST-YEAR ENGINEERING STUDENTS

2018 ◽  
Author(s):  
Stephen Mattucci ◽  
Jim Sibley ◽  
Jonathan Nakane ◽  
Peter Ostafichuk
Keyword(s):  
Engineering Students ◽  
Course Design ◽  
Professional Communication ◽  
First Year ◽  
Face To Face ◽  
University Of British Columbia ◽  
Feedback Model ◽  
Poster Presentations ◽  
The University ◽  
Proper Interpretation

Abstract – Giving and receiving feedback is a necessary, but often difficult skill for young engineers to acquire. We developed and piloted the delivery of a feedback model as part of the first-year engineering experience at the University of British Columbia. The approach is based on recognizing feedback as a form of professional communication, and that it requires practice to improve. We wove different aspects of communication skill development through two large newly-designed first-year introduction to engineering courses, building towards face-to-face feedback through a staged series of communication experiences. The full feedback model highlighted the nuances of face-to-face communication, and was called the "3×3", since it includes the three components involved in face-to-face feedback (sender, message, and receiver), each with three associated aspects. The sender uses appropriate words and body language, ensures proper interpretation, and is empathetic; the message is objective and non-judgmental, sufficiently detailed, and contains suggestions for improvement; and the receiver remains open and listening, acknowledges to the sender that they are listening, and clarifies to ensure understanding. Students applied what they had learned through an activity reviewing poster presentations from a major course design project. In the activity, they each had an opportunity to craft a feedback message before delivering the message face-to-face to a peer. Students then reflected on the feedback they received by summarizing the message, recognizing how the sender delivered the feedback, and identifying why the feedback was helpful. Student reflections were analyzed for themes from the 3×3 model. Students found feedback from peers particularly helpful when it was delivered in an appropriate and courteous manner, checked for proper interpretation, provided clear suggestions for improvement, and was coupled with praise of something that was done well. Providing students with a structured model allows them to follow a process in both providing effective face-to-face feedback, but also better appreciate why receiving feedback is beneficial in helping them improve.  

Career adaptability of South Korean engineering students

2020 ◽  
Vol 44 (4/5) ◽  
pp. 469-488
Author(s):  
Sunyoung Park ◽  
Su Yeong Park
Keyword(s):  
Decision Making ◽  
Career Development ◽  
Career Choice ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Engineering Students ◽  
Career Decision ◽  
Career Adaptability ◽  
Career Decision Making ◽  
Content Type

Purpose The purpose of this study is to examine the role of mastery goal orientation, support for career development, career decision-making self-efficacy and engineering interest in career adaptability for engineering students. Design/methodology/approach Data were collected from 307 Korean engineering students from two universities. Structural equation modeling was used to analyze data and examine the relationships among the variables. Findings The results indicated that the level of mastery of goal orientation and support for career development significantly affected career decision-making self-efficacy. Engineering students’ career decision-making self-efficacy also positively influenced their engineering interests and career adaptability. Finally, the students’ engineering interest positively affected their career adaptability. Originality/value This study demonstrated that important factors for career planning and development need to be successively considered during the career choice process by linking it to career decision-making self-efficacy, engineering interest and career adaptability (career choice action), in consecutive order.

Words or Images: Insights on How Engineering Students and Engineers Communicate in Practice

2014 ◽  
Author(s):  
Diana Bairaktarova ◽  
Mary Pilotte
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Data Sets ◽  
Communication Mode ◽  
Face To Face ◽  
Work Settings ◽  
Mechanical Object ◽  
Data Investigation ◽  
The Individual ◽  
Industry Professionals

This paper examines the use of language (text and verbal communication) across school and work settings. The participants of the study are from two distinct pools — 380 first-year engineering students and 355 industry professionals. To test the study predictions and interpret the results the individual data sets from both studies were reviewed and analyzed. Data suggests that for the professional engineering population, face to face communication was the preferred communication mode for sharing engineering evaluation, communicating difficult concepts, and describing their work product. Email and file sharing were also utilized communication options, but to a lesser extent. Data from students facing a simulated professional assignment (produce a fabrication instruction for assembling a mechanical object) indicated that 94% of the students’ chose to use language to produce fabrication instructions, compared to only 6% of students who used another tool of engineering representation in the form of sketches. Data investigation and outcomes are discussed in terms of prevalence and importance of language in engineering education.

PENERAPAN LMS-GOOGLE CLASSROOM DALAM PEMBELAJARAN DARING SELAMA PANDEMI COVID-19

2020 ◽  
Vol 10 (1) ◽  
pp. 38-46
Author(s):  
Ommi Alfina ◽  
Keyword(s):  
Online Learning ◽  
Engineering Students ◽  
Learning Experience ◽  
Student Activities ◽  
Face To Face ◽  
Technological Efficiency ◽  
Student Questionnaire ◽  
Face To Face Learning ◽  
And Control

This research aims to (1) find out the results of the implementation of Learning Management System (LMS)-Google Classroom in the online learning process for Informatics Engineering students, Universitas Potensi Utama during the COVID-19 pandemic; (2) learn about students' responses to online learning using LMS-Google Classroom. This research is based on the transformation of the course process from face-to-face learning to remote learning (PJJ) by relying on technology as a substitute for learning media, known as distance learning and online learning. This research was conducted using case study methods. This research was conducted on informatics engineering students in multimedia courses. Sampling techniques using purposive sampling methods. The results showed that the application of LMS-Google Classroom to online learning for Informatics Engineering students during the COVID-19 pandemic had a positive effect, especially in terms of absorption related to understanding lecture materials. Based on the results of student questionnaire calculations, it was obtained that as many as 23% of students find it difficult to attend lectures using LMS-Google Classroom which is reviewed in terms of technological efficiency and material understanding level. Meanwhile, 77% of students are happy and enthusiastic about gaining a new learning experience after using LMS-Google Classroom to participate in multimedia lectures. It can be concluded that the implementation of LMS-Google Classroom in online learning during the COVID-19 pandemic is one of the solutions that can be used so that the lecture process can continue. However, it is necessary to provide assistance and control over student activities to keep students motivated in following the lecture process in the context of online learning.

The Application of BIM Model in M/E/P Construction Coordination

2012 ◽  
Vol 229-231 ◽  
pp. 2760-2764 ◽  
Author(s):  
Yi Jao Chen ◽  
Chung Wei Feng ◽  
Kung Wen Lee
Keyword(s):  
Information Integration ◽  
Construction Projects ◽  
Living Environment ◽  
Information Modeling ◽  
Modeling Technology ◽  
Project Life Cycle ◽  
Integration Mechanism ◽  
Building Information ◽  
Project Life ◽  
Building Project

The M/E/P (Mechanical, Electrical, and Plumbing) system of the building project has become more and more complex as the demand of the better living environment within the modern buildings increases. However, since the complexity and uniqueness involved within MEP trades, various fields of designers or contractors can hardly share their information with each other. This study employs BIM (Building Information Modeling) technology to assist the stakeholders of the construction projects to share and exchange information according to their needs. First, the process of different MEP disciplines will be systematically analyzed. Then the possible conflicts between trades will be identified. According to the study, necessary and important attributes required for the MEP BIM objects will be developed. Those developed BIM objects will later serve as the core of the communication platform, on which the project participants can easily access and share information. In addition, a better information integration mechanism for MEP systems will be developed throughout different phases of the project life cycle.

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