scholarly journals The Influence Of Mathematics Preparation On The Retention And Academic Achievement Of Underrepresented Engineering Students

2020 ◽  
Author(s):  
Annita Alting ◽  
Ardie Walser
Keyword(s):  
Academic Achievement ◽  
Engineering Students ◽  
Mathematics Preparation

scholarly journals Differential associations of neurobehavioral traits and cognitive ability to academic achievement in higher education

2019 ◽  
Author(s):  
Graham Pluck
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Psychological Distress ◽  
Grade Point Average ◽  
Engineering Students ◽  
Executive Dysfunction ◽  
Grade Point ◽  
Strong Correlate ◽  
University Level ◽  
Current Psychological

BackgroundPeople vary between each other on several neurobehavioral traits, which may have implications for understanding academic achievement.MethodsUniversity-level Psychology or Engineering students were assessed for neurobehavioral traits, intelligence, and current psychological distress. Scores were compared with their grade point average (GPA) data.ResultsFactors associated with higher GPA differed markedly between groups. For Engineers, intelligence, but not neurobehavioral traits or psychological distress, was a strong correlate of grades. For Psychologists, grades were not correlated with intelligence but they were with the neurobehavioral traits of executive dysfunction, disinhibition, apathy, and positive schizotypy. However, only the latter two were associated independently of psychological distress. Additionally, higher mixed-handedness was associated with higher GPA in the combined sample.ConclusionsNeurological factors (i.e., neurobehavioral traits and intelligence), are differentially associated with university-level grades, depending on the major studied. However, mixed-handedness may prove to be a better general predictor of academic performance across disciplines.

Role of Emotional Intelligence in Academic Achievement

2014 ◽  
pp. 255-263 ◽  
Author(s):  
Tripti Singh ◽  
Manish Kumar Verma ◽  
Rupali Singh
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Intelligence ◽  
Engineering Students ◽  
School Level ◽  
First Year ◽  
First Year Students ◽  
Academic Achievements ◽  
Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

scholarly journals EXAMINING THE AGREEMENT BETWEEN STUDENT AND INSTRUCTOR TASK PERCEPTIONS IN A COMPLEX ENGINEERING DESIGN TASK

2011 ◽  
Author(s):  
A F Hadwin ◽  
M Oshige ◽  
M Miller ◽  
P M Wild
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Engineering Design ◽  
Engineering Students ◽  
Design Task ◽  
Cultural Aspects ◽  
Complex Engineering ◽  
Highly Correlated ◽  
Over Time ◽  
Task Understanding

Understanding assigned tasks is an important skill for academic success. However, few studies have explored the accuracy of task understanding as it develops over the duration of a complex assignment. This study examined explicit, implicit, and socio-cultural aspects of task understanding in the context of an design project assigned to a third year class of Mechanical Engineering students. Specifically, this study examined: (1) the agreement between student and instructors task perceptions for the same complex engineering design task, and (2) changes in both instructor's and students' task perceptions from the beginning to the end of the task. Findings indicate that: (1) students' and instructor task-perceptions generally became more attuned over time, (2) instructor task-understanding evolved over time, and (3) socio-contextual aspects of task-understanding were highly correlated with task and course academic achievement.

Physiognomic Perception as a Cognitive Control Principle

1968 ◽  
Vol 26 (3) ◽  
pp. 707-719 ◽  
Author(s):  
Henry L. Rosett ◽  
Herbert Robbins ◽  
Walter S. Watson
Keyword(s):  
Academic Achievement ◽  
Cognitive Control ◽  
Career Choice ◽  
Test Scores ◽  
Engineering Students ◽  
Personality Test ◽  
Abstract Reasoning ◽  
Course Grades ◽  
Work Style ◽  
Control Principle

Physiognomic perception, a tendency to suffuse percepts with an emotional or expressive quality, has been suggested as an additional cognitive control principle. In a study of an entire graduating class of 77 engineering students, Physiognomic Cue Test (PCT) performance loaded on a factor independent of factors representing field articulation, scanning, abstract reasoning, and academic achievement. PCT scores have been found to be related to career choice and to correlate significantly with measures of art aptitude and style, course grades, and personality test scores including the CPI. The relationships of physiognomic perception to intelligence, creativity and work style are considered. These data support the hypothesis that psysiognomic perception represents a significant cognitive control principle. Additional multivariate studies of more heterogeneous groups are indicated.

Contribution of Intelligence and Cognitive-Affective Variables to University Grades among African, Indian, and White Engineering Students in South Africa

2005 ◽  
Vol 5 (1) ◽  
pp. 25-46 ◽  
Author(s):  
Mervyn Skuy ◽  
Melissa Skuy
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Engineering Students ◽  
Intellectual Ability ◽  
First Year ◽  
African Students ◽  
Affective Variables ◽  
African Group ◽  
Two Measures ◽  
Intelligence Test Scores

In previous studies significant differences in measured intelligence between African and non-African first year engineering students have been found. Intellectual ability was found to correlate with academic performance, and black studednts had higher dropout and failure rates and performed less well than did their non-African counterparts. Given the low magnitude (r = 0.3), albeit significant, of the correlation between intelligence and academic performance, the question arose of the role of non-intellective factors, relative to intelligence, in determining academic performance of engineering students at University. Accordingly, 93% (n=100) of the second year Chemical and Metallurgical Engineering class were assessed on two measures of intellectual ability, and on measures of self concept, motivation, study attitudes and strategies, anxiety, locus of control, and autonomy. Whereas the intelligence test scores of non-African students (n=36) were significantly higher than those of African students (n=64), this was not the case for any of the non-intellective measures, or for academic achievement. Moreover, although the intellectual measures did not yield significant correlations with academic achievement, certain of the non-intellective measures did, and were able to differentiate between high and low academic performers. This was particularly true for the African group, suggesting that non-intellective variables can contribute significantly to academic performance, particularly in mitigating the effects of lower IQ.

scholarly journals The Impact of Blended Learning Environment on Academic Achievement of Engineering Students

2019 ◽  
Vol 8 (12) ◽  
pp. 3782-3787
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Blended Learning ◽  
Tamil Nadu ◽  
Engineering Students ◽  
Design Research ◽  
Experimental Treatment ◽  
Control Group ◽  
Face To Face ◽  
The Impact

Blended learning is one of the e-learning models integrating an online course and face-to-face classroom by optimizing the use of ICT as instructional media to enhance the teaching and learning experience for the teachers and students. The main aim of this research study explores the impact of the Blended Learning Environment on students’ academic achievement. Quasi-experimental design research methodology was used in this study. The sample was drawn from Government Diploma Polytechnic college in Karaikudi, Tamil Nadu, India. The tools utilized for data collection were Blended Learning Environment and Academic achievement test. For six weeks, the students in the control group were treated with Lecture Based Environment (LBE) where the conventional lecture method of teaching was adopted, while the experimental group were carried out through the Blended Learning Environment (BLE) where both on-line and face to face modes are adequately utilized based on the subject matter. Two groups were administered a test before and after the implementation of BLE. To analyze the data, t-test was conducted to compare the test mean scores of both groups. Further, the gap closure analysis was used to find out and ensure the effectiveness of the experimental treatment. The results revealed that there were statistically significant differences between the scores of the two groups. The study concluded that blended learning improves students’ academic achievement. This study also testifies that BLE is more conducive to improve academic achievement than LBE.

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