Investigating Factors That Predict Academic Success in Engineering and Computer Science

Document Type

Conference Paper

Journal/Book Title/Conference

ASEE 2021 Annual Conference

Publisher

American Society for Engineering Education

Publication Date

7-26-2021

Abstract

Over the years, researchers have found that student engagement facilitates desired academic success outcomes for college undergraduate students. Much research on student engagement has focused on academic tasks and classroom context. High impact engagement practices (HIEP) are effective for undergraduate student academic success. However, less is known about the effects of HIEP, specifically on engineering and computer science (E/CS) student outcomes. Given the high attrition rates for E/CS students, student involvement in HIEP could improve student outcomes for E/CS students, including those from various underrepresented groups. More generally, student participation in specific HIEP activities has shaped their everyday experiences in school, both academically and socially. Hence, this study's primary goal is to examine the factors that predict academic success in E/CS using multiple regression analysis. Specifically, this study seeks to understand the effects of high-impact engagement practices (HIEP), coursework enjoyability, confidence at completing a degree on the underrepresented academic success, and nontraditional E/CS students. We used exploratory factor analyses to derive an """academic success""" variable from five items that sought to measure how students persevere to attain academic goals. The present study's secondary goal is to address the gap in research literature concerning how HIEP participation affects student persistence and success in E/CS degree programs. Our research team developed and administered an online survey to investigate and identify factors that affect HIEP participation among underrepresented and nontraditional E/CS students. Respondents (N = 531) were students enrolled in two land grant universities in the Western U.S. Multiple regression analyses were conducted to examine the proportion of the variation in the dependent variable (academic success) explained by the independent variables (i.e., high impact engagement practice (HIEP), coursework motivation, and confidence at completing a degree). We hypothesized that (1) high impact engagement practices will predict academic success; (2) coursework motivation will predict academic success; and (3) confidence at completing a degree will predict academic success. Results showed that the multiple regression model statistically predicted academic success , F(3, 270) = 33.064, p = .001, adjusted R2 = .27. These results indicate a linear relationship in the population, and the multiple regression model is a good fit for the data. Further, findings show that confidence in completing a degree is significantly predictive of academic success. Also, coursework motivation is a strong predictor of academic success. Specifically, the result shows that an increase in high impact engagement practices is associated with an increase in 'students' academic success. In sum, these findings suggest that student participation in High Impact Engagement Practices might improve academic success and retention. Theoretical and practical implications are discussed.

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