Reliability and Validity for a 3-D Modeling Self-Efficacy Scale for Pre-College Students

Engineering graphics education has long been a required component of technology and engineering education at the university level. In middle and high schools, the number of computer-aided design (CAD) programs continue to proliferate and grow. Lacking in the research related to these programs is the effect on non-cognitive factors such as self-efficacy. Self-efficacy is a predictor of success and perseverance and is an important consideration in technology and engineering education. This research investigates the psychometric properties of an instrument designed to measure the three-dimensional modeling self-efficacy among middle and high school students. This study found the Three-Dimensional Modeling Self-Efficacy Scale to be a reliable measure within this population with strong evidence of validity. Based on these findings, the scale was revised, and recommendations for future study were made. This research begins to fill a gap not only in research related to engineering graphics self-efficacy but also within a pre-college population, especially those who are historically underrepresented in engineering disciplines, in this case, female students.

Comparing Functions, Costs, and Rewards of Quality Engineers and Six Sigma Black Belts

The respective American Society for Quality (ASQ) Bodies of Knowledge (BoKs) for Certified Quality Engineers (ASQ, 2015a) and Certified Six Sigma Black Belts (ASQ, 2015b) are quite similar; yet anecdotally six sigma black belts are recognized and rewarded more highly than are quality engineers. While quality-engineering work is considered preventive in nature, work performed by six sigma black belts is in the realm of improvement, hence reactive. Thus, a dichotomy exists in that preventive actions, which are less costly, are not rewarded as well as costlier reactive actions. The intent of this research was to confirm or debunk the anecdotal evidence and determine the root causes therefrom. The results confirm the anecdotal evidence and indicate the need for further research. In addition, the results confirm the use of the Kano Model as applicable to the cause for rewarding this dichotomy.

Effects of Mobile Phones on Students’ Academic Performance in Religious Education

This study examined the effects of the mobile phones on high school students’ academic performance in Religious Education. The aim of the study was to test the efficiency using of mobile phones against the lecture method. Seventy-two participants (31 females and 41 males), in the Kingdom of Eswatini, participated in this quasi-experimental study. Purposive sampling was used to select participants who were randomly assigned to two groups (control and experimental). The control group was taught the topics, “The birth of the church and its spread” using a lecture method, whereas the experimental group was taught the same topic using mobile phones. The independent t-test and the dependent t-test were used to analyse data. The independent variable used was “teaching method,” with two levels: lecture versus mobile phones. The dependent variable was the participants’ scores derived from the pre-test and post-test. The independent t-test and the dependent t-test were used to analyze data. The results revealed that there was a significant difference in favor of the experimental group. The study concluded that the use of mobile phones improved students’ academic performance in Religious Education, and thus the integration use of mobile phones in the teaching of Religious Education is recommended in order to improve performance.

Reinventing High School: Understanding the Challenges and Successes of Transforming Education to Meet Student, Society, and Industry Needs

Efforts to revamp existing educational systems and approaches result in various new models in STEM education. Accordingly, a new urban public charter school, located in a Midwest state in the United States, was established in partnership with the state’s land-grant university to create a transformed integrated STEM educational environment characterized by industry-focused and design-based learning to help prepare students for the future of work and learning. This article presents findings from an exploratory study that examined the experiences of teachers and administrative staff of this innovative high school (IHS) during the first year of school operation. A purposive sample of 16 teachers and administrators from the IHS completed a semi-structured interview and a focus group. Several themes—related to the experiences during the first year of the school—from the interviews with the participants emerged including: (1) developing novel approaches for planning and implementing design-based learning cycles, (2) facing challenges with personalized learning, (3) establishing methods for creating authentic and industry-driven learning experiences, (4) addressing challenges with open-ended learning, (5) confronting concerns about competencies that are not measured through standardized assessments, (6) struggling with teacher burnout, and (7) challenging traditional school systems and facilities with integrated learning environments. Based on these findings, potential implications, considerations, and future directions for the implementation of innovative industry- driven, design-based educational approaches are provided.

Immediate impact of dynamic graphics instruction on learners of varied levels of spatial ability

Spatial ability is a skill set that has shown to be vital to success in a variety of academic disciplines and professional careers, particularly in engineering- and technology-related fields. Various instructional mediums such as animation, video, and static graphics are utilized by educators as a means to help develop and promote spatial ability. The effort to produce some of these instructional tools can be considerable. The impact of each form of media used can also impact retention and application in learners of varying levels of spatial ability. This study investigated the immediate impact of static graphics, animation, and video on mental rotation abilities of non-engineering university students with varying levels of spatial ability at a midwestern university. Statistical significance was not found between each of the groups, but multiple interactions were observed that posit that a single form media may not be the solution for all learners. Educators should weigh the cognitive task and the abilities of learners prior to selecting the media. Where possible multiple forms of instructional tools should be made available to cater to the classroom.