Class
Article
College
College of Engineering
Department
English Department
Faculty Mentor
Ning Fang
Presentation Type
Poster Presentation
Abstract
In an effort to increase the retention and progress undergraduate engineering students are making towards the desired outcome of college, researchers have been investigating what factors influence the academic achievement of students. The desired outcomes of college in this study include intellectual and scholarly development, workforce preparedness, advance in general knowledge, personal development, and scientific and technological skill development. While some studies have shown evidence that students’ engagement and learning skills are important predictors, others have suggested that educational policies, background, and demography of students are significantly associated with students’ academic achievement. In this study, predictive modeling of parents’ educational background, scholarships, motivation, use of campus facilities, and course learning on progress students made on the overall desired outcome of college was conducted. The outcome of this study shows that only motivation and course learning are significant predictors of overall progress high achieving engineering students made toward the desired outcome of collegeKeywords: Desired Outcome of College, Motivation, Course Learning, Parents' Educational Level, High Achieving Engineering Students
Location
Logan, UT
Start Date
4-8-2022 12:00 AM
Included in
Investigating Factors That Predict Progress High Achieving Engineering Students Make Towards Desired Outcomes of College
Logan, UT
In an effort to increase the retention and progress undergraduate engineering students are making towards the desired outcome of college, researchers have been investigating what factors influence the academic achievement of students. The desired outcomes of college in this study include intellectual and scholarly development, workforce preparedness, advance in general knowledge, personal development, and scientific and technological skill development. While some studies have shown evidence that students’ engagement and learning skills are important predictors, others have suggested that educational policies, background, and demography of students are significantly associated with students’ academic achievement. In this study, predictive modeling of parents’ educational background, scholarships, motivation, use of campus facilities, and course learning on progress students made on the overall desired outcome of college was conducted. The outcome of this study shows that only motivation and course learning are significant predictors of overall progress high achieving engineering students made toward the desired outcome of collegeKeywords: Desired Outcome of College, Motivation, Course Learning, Parents' Educational Level, High Achieving Engineering Students