Attitude Of Engineering Students Research Articles

Exploring the Perception and Attitude of Engineering Students towards Communication Skills Course

This study explores the perception and attitude of engineering students in Accra Technical University towards Communication Skills as a course. Attitude towards Communication Skills is an important concept because it plays a key role in language learning, as well as career performance. However, with the ever-growing age of globalisation, international and cross-cultural communication, the need for communication skills has increased, especially among engineers who feed on ideas from local and international collaborations. It has become imperative for engineering graduates to acquire a range of skills to maintain relevance with the global setting of the new era. Communication skills is one of the vital skills recognised by academia and industry alike. This quantitative study examines students’ perception and attitude towards communication skills as a course, and bring to bear some reasons for the perceived poor performance in the course. The research instruments used to collect data were questionnaires and observation. The study observed that most of the students in the first year of their study had negative perception and attitude towards communication skills, contrary to students in the final year who had positive responses towards the course.

A Study on Attitude of Engineering Students Towards Sports and Physical Education

A Study on Attitude of Engineering Students Towards Sports and Physical Education

Relationship of Mathematics Self-efficacy and Competence with Behaviors and Attitudes of Engineering Students with Poor Mathematics Preparation

This mixed methods research study focuses on two relevant factors in students’ decisions to pursue and complete an engineering major: mathematics preparation and mathematics self-efficacy. This study describes the relationship of mathematics self-efficacy on engineering students’ performance, behavior, and attitudes in their first college mathematics courses. Participants completed a mathematics self-efficacy survey (n=408); 11 were selected to be interviewed. A grounded theory approach was used to examine participants’ behaviors and attitudes in college mathematics courses, their mathematics self-efficacy beliefs, and how these beliefs aligned with their mathematics competence. Interview participants reported relatively high mathematics self-efficacy, but many revealed a mismatch between their mathematics self-efficacy beliefs and mathematics competence levels. Participants who had a balance between these two factors reported being more likely to spend extra time working to overcome their mathematics deficiencies and seeking extra help. However, participants with a mismatch reported being more likely to procrastinate and put little effort into improving their mathematics competence, blaming external factors for their struggles. Despite showing different behaviors and attitudes, all participants reported being likely to continue taking mathematics courses required for their major even after failing their first college mathematics course.