Factors Affecting Learning Performance in Online Accounting Class: Engineering Students in Industry Professional Practice(IPP)

The factors affecting the project-based learning intention (PjBLI) of engineering students have been studied using theory of planned behaviour (TPB). Descriptive study was carried out utilizing quantitative technique. Primary data were collected through cross sectional survey, utilizing seven point Likert scaled questionnaire. The respondents were final year students of Nepal Engineering College. Statistical tool (SPSS) was used for analysis. The result shows that the levels of both the PjBLI and the attitude of students (ATTI) towards project-based learning (PjBL) are high followed by the level of perceived behavioural control (BC). However, the level of subjective norm (SN) is relatively lower. There are no significant differences in PjBLI, ATTI, SN and BC among students from different departments. However the BC (perception of self efficacy or capability) of female students is higher than that of male students. Regression analysis shows that 42.2 and 19.3 percentages of PjBLI are affected by SN and ATTI respectively. The study concludes that additional effort is essential to improve SN (support from project supervisor; department and colleague) which in turn helps to improve PjBLI of students and their performance.

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Enhancing Engineering Students' Performance on Design Task: The Box of Parts

Journal of Mechanical Design ◽

10.1115/1.4036128 ◽

2017 ◽

Vol 139 (5) ◽

Cited By ~ 1

Author(s):

Diana Bairaktarova ◽

William Graziano ◽

Monica Cox

Keyword(s):

Professional Practice ◽

Engineering Students ◽

Engineering Application ◽

Control Group ◽

First Year ◽

Experimental Conditions ◽

Design Task ◽

Correlational Design ◽

Assembly Instructions ◽

Mechanical Objects

Most definitions of engineering give machines and mechanical objects a central role. Engineers are makers and users of mechanical objects in their environment. Research supports the notion that interactions with engineered artifacts enhance engineering learning. This study introduces a task simulating a real-world engineering application and uses this task to examine how aptitudes, interests, and direct manipulation of mechanical objects influence performance. We hypothesized that engineering students would generate better assembly instructions when they had the box of component parts (BOP) than when they had the engineering drawing only. We also hypothesized that student's mechanical aptitude (MA) and interests in things each would interact with experimental condition's impact on performance. First-year engineering students (N = 383) created assembly instructions in a mixed experimental and correlational design. A random half was assigned to create instructions with a drawing only, whereas the other half created with both a drawing and a box of component parts present. Assembly instructions were evaluated by professional engineers blind to experimental conditions. They rated instructions from the BOP group as superior to those coming from the control group. Students with greater mechanical aptitude received better evaluations, but there was no evidence the experimental variable was moderated either by mechanical aptitude or by thing orientation (TO). This study suggests that mechanical objects can enhance engineering instruction, especially when they are aligned with professional practice.

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Restructuring Examination System of Institute of Engineering for Establishing Center of Excellence in Engineering Education

Journal of the Institute of Engineering ◽

10.3126/jie.v14i1.20070 ◽

2018 ◽

Vol 14 (1) ◽

pp. 75-81

Author(s):

Tri Ratna Bajracharya ◽

Babu Ram Dawadi ◽

Ram Chandra Sapkota

Keyword(s):

Engineering Students ◽

Pass Rate ◽

Degree Programs ◽

Examination System ◽

Engineering Programs ◽

Factors Affecting ◽

Quality Product ◽

Industrial Architecture ◽

Indirect Relationship

There exists different parameters that act as influencing factors to measure the quality of technical education. Nature of examination with its process and activities has direct and indirect relationship towards quality product and result status in any academic institution. Institute of Engineering (IOE) is continuously enhancing the examination process with the objective to increase the quality and pass rate in the semester examination. Being to conduct several bi-annual exams, Examination Control Division (ECD) of Institute of Engineering (IOE) is mostly the busy organization that has to manage examinations for bachelor, masters and PhD degree programs throughout the year. ECD conducts by-annual semester exams for regular and back exam of bachelor of engineering students having 10 streams (Civil, Computer, Electronics, Electrical, Mechanical, Geomatics, Agriculture, Industrial, Architecture and Automobile) in its four constituent campuses and ten affiliated colleges. Similarly, ECD also conducts bi-annual exams for masters of engineering programs having seven streams and 24 sub-streams. There are more than 16,000 examinees in the bachelor exam including regular and back. Additionally, successful conduction of BE/BArch/ M.Sc. entrance examinations is also an integral duty of ECD. The student pass rate in the semester exams of IOE is below expectations. This study is mostly focused on finding the factors affecting the quality results and approaches of optimizations for better education at IOE. After reviewing several factors, we proposed “restructuring of regular and back paper examinations" as one of the major approach that will help to increase the quality of education and consequently increase the pass rate in the semester examination system of IOE.Journal of the Institute of Engineering, 2018, 14(1): 75-81

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On Measuring Engineering Risk Attitudes1

Journal of Mechanical Design ◽

10.1115/1.4025118 ◽

2013 ◽

Vol 135 (12) ◽

Cited By ~ 13

Author(s):

Douglas L. Van Bossuyt ◽

Andy Dong ◽

Irem Y. Tumer ◽

Lucila Carvalho

Keyword(s):

Professional Practice ◽

Engineering Students ◽

Risk Attitude ◽

Engineering Ethics ◽

Risk Attitudes ◽

Engineering Practice ◽

Design Decisions ◽

Personal Attitude ◽

Domain Specific ◽

Risk Processes

Risk management is a critical part of engineering practice in industry. Yet, the attitudes of engineers toward risk remain unknown and are not measured. This paper presents the development of a psychometric scale, the engineering-domain-specific risk-taking (E-DOSPERT) test, to measure engineers' risk aversion and risk seeking attitudes. Consistent with a similar psychometric scale to assess general risk attitudes, engineering risk attitude is not single domain and is not consistent across domains. Engineers have different risk attitudes toward five identified domains of engineering risk: processes, procedures and practices; engineering ethics; training; product functionality and design; and legal issues. Psychometric risk profiling with E-DOSPERT provides companies a standard to assess domain-specific engineering risk attitude within organizations and across organizations. It provides engineering educators a standard to assess the understanding of engineering students to the types of risks they would encounter in professional practice and their personal attitude toward responding to those risks. Appropriate interventions can then be implemented to shape risk attitudes as appropriate. Risk-based design decisions can also be shaped by a better understanding of engineer and customer risk attitude. Understanding engineers' risk attitudes is crucial in interpreting how individual engineers will respond to risk in their engineering activities and the numerous design decisions they make across the various domains of engineering risk found in professional practice.

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