Perceptions Of Engineering Students Research Articles

Enhancing employability through university-industry linkages: Omani engineering students’ perspectives of the Eidaad internship programme

Like many Middle East and North Africa countries, one of the main socio-economic challenges facing Oman is the creation of meaningful graduate employment opportunities. A combination of factors that include the gap between the expertise and skills acquired in higher education and workforce requirements means many students struggle to find suitable jobs upon graduation. Consequently, providing quality education and developing national talents are key objectives of the country’s Vision 2040 development roadmap. Higher levels of cooperation between tertiary institutions and industry within the framework of government policy are necessary to achieve these outcomes. This study explores undergraduate engineering student perceptions of one example of this collaboration – the Eidaad internship programme. To better understand interns’ perceptions of the programme’s personal and professional benefit across targeted areas and means for further improvement, a three-part on-line questionnaire was administered to current and former programme participants. Results indicate overwhelmingly positive perceptions of the programme, including in terms of enhancing interns’ teamwork skills, workplace participation, communication skills, clarity of career plans and objectives, and so on. Participant suggestions for improvement include the creation of concrete employment pathways and the provision of further on-the-job training opportunities. Implications for the Eidaad and similar internship programmes are discussed.

Perception of Engineering Students on Social Constructivist Learning Approach in Classroom

The social constructivist approach to teaching and learning has garnered significant interest among educators and researchers. However, further investigation into its implementation and effectiveness in the classroom is still needed. This study aims to investigate engineering students’ perceptions of social constructivist practices in their technology classes, using the constructivist learning environment survey (CLES) as its framework. A mixed-methods approach combining quantitative and qualitative methods was used, which included online surveys and semi-structured interviews. Analysis of data from 300 responses showed that constructivism was partially implemented in the classroom. Specifically, student negotiation emerged as the most frequently perceived dimension, while shared control was perceived as seldom occurring. Most items on the personal relevance scale were frequently perceived, highlighting the importance of integrating technology learning into students’ daily lives. Similarly, the uncertainty of technology was found to be a common experience for students. In contrast, the dimension of critical voice received mixed results, emphasizing the necessity of a learning environment that fosters student expression and meaningful discussions. These findings suggest the necessity for additional investigation and integration of social constructivist practices that emphasize the enhancement of student engagement, promotion of critical thinking, and redistribution of power within the classroom setting.

Exploring first-year engineering student perceptions of the engineering librarian as an IL instructor in multimodal teaching and learning environments

PurposeThis study aims to explore first-year engineering students’ perceptions of the engineering librarian as an instructor in multimodal environments related to Information Literacy (IL) topics, teaching strategy, content evaluation, organising, planning and support.Design/methodology/approachA quantitative approach was used through a survey instrument based on an online questionnaire. Questions were adopted and modified from a lecturer evaluation survey. A simple random sampling technique was used to collect data from first-year cohorts of engineering students in 2020 and 2022.FindingsRespondents perception of the engineering librarian as an instructor in multimodal learning environment was good. Findings revealed students’ learning experiences were aligned with IL instruction even though the environment changed from blended to online. However, an emerging theme that continuously appeared was a lack of access to technology.Practical implicationsThese findings may help in developing and strengthening the teaching identity of academic librarians as instructors in multimodal learning environments.Originality/valueTo the best of the author’s knowledge, this study is novel in that it evaluates the teaching abilities of an academic librarian in multimodal environments through the lens of students.

Conceptualising engineering student perceptions of synchronous and asynchronous online learning

ABSTRACT Students’ perceptions towards synchronous and asynchronous online delivery modes of three engineering courses, in a large UK university is conceptualised, inspired by the Community of Inquiry theoretical framework. Using a qualitative methodology, 76 written student narratives were analysed. An overwhelming focus on the elements that helped them to process the information being taught and to synthesise their understanding (cognitive presence) was found, regardless of the delivery mode. Furthermore, despite the perceived benefits in terms of time management, narratives of asynchronous learning lacked connectivity between such cognitive elements and those allowing them to interact, share, and communicate their understanding with their peers and teachers (social presence). Student reflections on which delivery mode best supported their learning were conflicting at times, but a balance between cognitive and social presence is recommended to integrate the opportunities that stem from both.

Evaluation of the learning management system and its relationship in the perception of engineering students

<span lang="EN-US">The objective of this study was to identify the results of the learning management system (LMS) functionality, and its relationship in the perception of electronic engineering students. The results serve as a basis for continuous improvement for the higher institution, because these systems are tools that have the purpose of improving the performance and retention of the student in the virtual teaching-learning process. Initially, the reliability of the data collected was determined using Cronbach's Alpha, obtaining a consistency coefficient of 0.868. After processing the data in the SPSS software, using the 5-level Likert scale, it was determined that the indicators that present a better perception are related to the design and ease of navigation. However, 21.4% do not fully agree with the functionality, due to the technical problems presented when downloading the study material. The effect generated by the optimal functionality of the LMS is 70.87% satisfaction in students. The Chi square test validated the cause-effect relationship, with a significance of 0.000, between the functionality of the LMS, on the perception of the students. It determined that the indicators with a greater relationship refer to design, availability (connectivity) and ease of communication and interaction with the teacher and their peers.</span>

Strengths and Success: Technology and Engineering Student Perceptions

Strengths have been hypothesized to play a role in how a person approaches leadership and problem-solving. The Clifton StrengthsFinder (CSF) is a common way to identify and measure an individual’s strengths. This research examined the role of CSF strengths in the academic success of engineering and technology students within a large, midwestern, research-intensive, land-grant university. The purpose of this research was to identify how students use their CSF strengths and to identify if students perceive a connection between strengths and their success. This research utilized semi-structured interviews with students to gather detailed qualitative information on student perceptions of success and CSF strengths. The survey collected information on student perceptions of how useful strengths are in various scenarios and if there is a connection between student success and CSF strengths. Students perceived that there were a set of strengths that make some students more successful than others, but they were not able to identify what those strengths were. Primarily, students perceived CSF strengths were useful in group academic tasks but were not useful in individual academic tasks. Based on the responses from these interviews, students are not aware of all the scenarios in which they can use their strengths. 

The Self-reported Perceptions of Engineering Students’ Critical Reading Strategies

The Self-reported Perceptions of Engineering Students’ Critical Reading Strategies

The perception of Engineering students toward teaching performance on online learning during COVID-19 pandemic

<span lang="EN-US">This study analyzed the perception of Mechanical Engineering and Systems Engineering students in the process of evaluating teacher performance in online teaching due to the COVID-19 pandemic. This was descriptive-correlational research. The results showed that the Systems Engineering students performed a better perception with the class session management factor and low qualification to the didactic strategies factor. Likewise, the Pearson correlation test indicated a significant relationship (0.000) between the specific factors on the overall performance factor. The topic factor has the greatest strength on the qualification of the overall performance factor, with a constant Pearson's correlation of 0.964. The Mechanical Engineering students showed a better perception with the class session planning factor and low qualification to the didactic strategies factor. Likewise, the Pearson correlation test indicated a significant relationship (0.000) between the specific factors on the overall performance factor. The didactic strategies factor being the one that has the greatest strength on the qualification of the overall performance factor, with a correlation constant Pearson's of 0.983.</span>

‘What if my Wi-Fi crashes during an exam?’ First-year engineering student perceptions of online learning during the COVID-19 pandemic

ABSTRACT The COVID-19 pandemic necessitated a rapid transition to remote education in post-secondary institutions. To understand the first-year engineering undergraduate student perceptions of this transition to online learning, surveys were administered in two design-focused first-year engineering courses with a total of 201 enrolled students. A thematic qualitative analysis of open-ended survey questions resulted in 7 themes: Health & Safety, Growth Mindset, Student Agency, Course Design, Coping/Management, Execution, and Technology. Students expressed positive and negative perceptions of remote education and included opinions related to current and future learning, and future careers. Most student perceptions were grounded in fear of the unknown, and student mental health emerged as a predominant undercurrent in the data. The identified themes and underlying student perceptions suggest that instructors teaching online should aim to (1) support communication, collaboration, and student engagement, (2) promote meaningful learning and growth mindsets, and (3) foster strong learning partnerships and class experiences.

Climate change deniers, hippies, and preppers. Oh my!: Unpacking engineering student perceptions of renewable energy technology adoption in the United States

Engineers play a key role in the formation, operation, and maintenance of large socio-technical systems. Enmeshed in these practices of engineering are shared perceptions and visions of how society should be ordered, and what role of engineers should play. These value systems and how they shape the perception of who and where alternative energy belongs will shape who does or does not have the opportunity to participate in these alternative visions of energy. Drawing on engineering studies and dialectology research this study examines how a group of engineering students engaged in learning about renewable energy systems perceive the kinds of people in the United States who would or would not adopt alternative energy. Rather than see adoption/non-adoption as a purely “technical” matter, students brought their own perceptions of regional, social, and political differences to characterize the potential acceptability of each technology. Certain regions of the United States, despite their technical potential based on government and industry sources, are cast as too culturally backward and resistant to change to embrace new energy sources. These insights elucidate the importance of 'engineers' value systems as they continue to play a significant role in shaping the development of alternative energy technologies and markets.

Programme Outcome Attributes related to Complex Engineering Problem Capability: Perceptions of Engineering Students in Malaysia

Abstract: Programme outcomes (POs) are the attributes that reflect the student skills expected to be acquired upon graduation. The Engineering Accreditation Council (EAC) under Board of Engineers Malaysia requires 12 POs with complex engineering problems (CEP) and knowledge profiles to be incorporated in engineering programmes. Despite considerable research on outcome-based education (OBE), the OBE implementation with regards to the PO attributes and domains incorporating CEP characteristics are still questionable and vaguely implemented by the programmes. This paper presents two PO attributes related to problem solving and development/design for solution based on the perceptions of 301 engineering students in Malaysia. This paper aims to determine the student’s level of understanding on the PO learning domain and to analyze significant factors contributing to their PO attainment. A quantitative method using a questionnaire survey was adopted targeting a random probability sampling of respondents. Descriptive (percentage frequency, relative importance index) and statistical analyses (reliability, normality, correlation) were used to analyze the data. The findings show that the students perceived both POs as cognitive domains and they believed that lecturer’s roles in facilitating students on the subject matter has contributed significantly to their PO attainment. This study is limited to an engineering programme from one institution of higher learning (IHL) in Malaysia. However, the findings provide important insights on the students’ level of understanding of PO attributes and the OBE practices on CEP in the programme. This study can be extended to other IHLs to gauge the students’ understanding related to other PO attributes stipulated by the EAC.
  
 Keywords: Programme Outcomes, Cognitive Domain, Problem Analysis, Design of The Solution, Engineering

Engineering student perceptions of social justice in a feedback control systems course

AbstractBackgroundAlthough engineering practice occurs in social contexts, such contexts often remain obscure in engineering education. Since engineering sciences courses are crucial in shaping engineering students' knowledge and conceptions of problem‐solving in engineering, students in both an augmented and a traditional section of a feedback control systems course were interviewed to explore perceptions of the social justice dimensions of engineering.PurposeThis study sought to understand student perceptions of social justice in the context of control systems courses.Design/MethodThis study used a qualitative, case study methodology. Inductive analysis was used to analyze focus groups and interviews conducted over 3 years.FindingsThrough inductive analysis, we identified three primary interrelated domains: (1) varied descriptions of social justice emerged, (2) diverse perceptions surfaced on how the social and technical dimensions of engineering problems interrelate, and (3) students' conceptions of engineers yielded insight into their perspectives on social justice.ConclusionsThat students did not vary substantively in perceptions of social justice across course sections suggests that prior knowledge of social justice shaped student perceptions. The findings also indicate that what students value shapes what they are learning and that student perceptions were informed by students' understanding of ethics and of engineering ideologies. These findings imply a need for distributed curricular integration of social justice concepts and for presenting social justice in the context of engineering problem‐solving. Such presentation could reinforce sociotechnical considerations inherent in engineering practice, clearly rendering visible inherent social justice considerations in engineering problems.

Systematic research of e-learning platforms for solving challenges faced by Indian engineering students

PurposeAs educational institutes began to address the challenges posed by COVID-19, e-learning came to the foreground as the best bet left. This study is in quest of revealing engineering student's perceptions of the available e-learning platforms, thus surfacing the underlying bottlenecks. Further, it aims at providing solutions that would help enhance the e-learning experience not only in pandemic times but also in the long run.Design/methodology/approachThis holistic research begins with a comprehensive comparative study about the available e-learning platforms, followed by a primary data analysis through an online survey of 364 engineering students from various colleges and branches. The collected data was analyzed to detect bottlenecks in online learning and suggestions are given for solving some challenges.FindingsOn a five-point Likert scale, the available e-learning platforms garnered ratings ranging from 2.81 to 3.46. Google meet was the most preferred platform. However, with a net promoter score (NPS) of 30.36, Microsoft Teams emerged as the most satisfying platform. Technical shortcomings clubbed with psychological and biological factors were found to be taking a toll on e-learning.Research limitations/implicationsThis innovative research is based on the perceptions of engineering students hailing majorly from Indian cities, and hence, it may be having educational stream bias and geographical bias. The research could be further extended to cover rural areas and global trends in e-learning.Originality/valueThe research offers a thorough analysis of e-learning platforms, as seen through the lens of engineering students. Furthermore, the analysis does not constrain itself to the technicalities and thus proves to be an all-encompassing one, potent enough to surface critical issues marring the e-learning experience.

Metaphoric Perceptions of Engineering Students Regarding Concepts of Science, Technology and Design

The purpose of this study is to identify perceptions of students studying at faculty of engineering regarding science, technology and design through metaphors. The sample group is consisted of a total of 130 students who are at the first, second, third and fourth year of their education in civil engineering department of a state university in the Eastern Black Sea region. The data of the study is collected by having students complete the following sentences: “Science is like ……..; because ……..”, “Technology is like ……..; because ……..”, “Design is like ……..; because ……..”. In this study, which uses phenomenological research pattern within the framework of qualitative research perspective, the data obtained is analyzed through content analysis. In the research, it is seen that metaphors identified by most of the students regarding the concept of science are “space”, “ocean” and “tree”, regarding the concept of technology are “food” and “human”, regarding the concept of design is “imagination”. At the end of the study, it is found that most of the students perceive the concept of science as “infinite”, “changing and developing”, “enlightening”, “life source” and “nerve-shredding”, the concept of technology as “changing and developing”, “facilitating”, “harmful as much as beneficial” and “unlimited”, the concept of design as “imaginary”. Moreover, it is identified that metaphors produced regarding concepts of science and technology are more in numbers compared to metaphors produced regarding the concept of design.

MODELO DE RED BAYESIANA DE LA PERCEPCIÓN DEL ÉXITO DE ALUMNOS DE INGENIERÍA EN TERMINOS DE SU VOCACIÓN

Background: The influence of vocation on success can be studied through various surveys, but a model is needed that will validate the results of such surveys with a high probability of accurately representing the reality under study. Bayesian networks meet this requirement Purpose: Students who enroll on an engineering degree may have to choose engineering disciplines that differ from their initial choice. In some cases, these differences can undermine their vocational commitment and leave them with the feeling that their final choice was mistaken. This study is intended to gauge engineering student perceptions of success in terms of vocation and to remedy weaknesses that may discernible in their attitudes. Method: Bayesian networks, by choosing a variable, proper graphs, probabilistic calculation and survey validations with the ROC curve (Receiver Operating Characteristic) can identify variable-dependent survey results and filter them accordingly. Results: Issues relating to professional expectations and have more influence on students whether they are or are not in the specific field of engineering that reflected their vocation. Success rates increase considerably when students perceive variables such as useful work, a job easily or enjoy learning in a positive light. Conclusions: What helps students to feel that they are not wrong is to think that they will find employment and that their jobs will make them feel useful. It is therefore essential to talk about professional life from the very first year through to graduation and students should do so believing fully in their choice of degree.

Engineering Students' Perceptions of Graduate Attributes: Perspectives From Two Educational Paths

This study aimed to provide insights on the perceptions of engineering students from two educational paths in Singapore of desired graduate attributes by employers. Research questions: (1) Do graduates from the polytechnic and junior college paths have similar perceptions with regard to the ranking of desirable graduate attributes? (2) If not, in what ways are their perceptions different? Literature review: A review of literature on employers' ranking of desirable graduate attributes revealed mismatches in employers' and graduates' rankings. There has not been any published study on student awareness of employability skills in Singapore in particular. Hence, this study investigated the perceptions of final-year engineering students from two different educational paths of their ranking of graduate attributes. Methodology: The students were asked to rank eight attributes and explain their ranking from an employer's perspective. Results: The findings show that communication, teamwork, and problem-solving were ranked the top three desirable attributes by both groups of students. However, polytechnic students seem to reflect greater familiarity and confidence in tackling workplace requirements compared to junior college students. The implications of the findings are presented.

Understanding Capacity in Creativity and Problem Analysis among Engineering Students: A Preliminary Study

Insight into student understanding of their own learning is a key element in being able to enhance curriculum design and implement effective approaches in student-centred learning. In this paper we examine the findings of a preliminary study into student perceptions of their own capacity for thinking creatively and analysing problems. This preliminary study serves as a pilot to a larger joint University study between Queens University, Canada and the University of Adelaide involving design engineering students. Results of the pilot study will inform the conduct of a longitudinal study, projected to be administered over a three year period. The aim of the longitudinal study relates to three specific categories: to  serve as a catalyst for the participants to develop further skills in reflective practice, necessary to self-regulated learning and self-efficacy; to obtain  data that will provide insight into the ways in which students think, feel  about, and perceive their own learning related to aspects of their studies in design engineering and; to contribute to the field of knowledge related to student perception of learning, self-regulation of learning, self-efficacy and the links to life-long learning.This paper presents the results of phase one of the pilot study. The focii of this investigation consists of a) trialling the instrument in an authentic  course environment to test implementation and applicability of the survey including ease of understanding by the respondents, and b) collection and analysis of preliminary data on second year engineering student perceptions of their own learning related to creative thinking and problem analysis skills. Examination of these results discusses emergent themes  and makes initial recommendations on curriculum enhancement as well as recommendations on survey instrument design and implementation relating to the ongoing study

EXAMINING FOURTH YEAR MECHANICAL ENGINEERING STUDENT PERCEPTIONS OF GRADUATE ATTRIBUTE COMPETENCIES: YEAR THREE

This paper describes the third year of amixed methods explanatory case study to examine fourthyear engineering student perceptions of the CEABgraduate attributes in the Mechanical Engineeringprogram using a student exit survey and student focusgroup interviews. The purpose of this paper is to reportstudents’ perceptions of their graduate attributecompetency levels and the program’s graduate attributestrengths and weaknesses in a three-year continuum,supporting the findings with the data from three studentfocus group interviews. This investigation offers thefaculty an understanding of its student engineeringstakeholders’ perceptions of how the CEAB graduateattributes are manifest in the Mechanical Engineeringprogram. It will be used to provide feedback atinstructor, program and faculty levels as the Universityof Manitoba’s Faculty of Engineering furthers its effortstowards achieving a continuous cycle of improvement

Employability Skills: Student Self Assessment of Strong and Weak Areas

The 21st century is characterised by rapid changes in every field, more so in engineering education spectrum. The employability of engineering graduates are being discussed worldwide. This paper presents a few of the employability skills-set expected by the employers from fresh engineering students. It further gives a brief account of the engineering student perceptions – their strong areas and weak areas within this skills-set.

Perceptions of Engineering students, lecturers and academic development practitioners about academic development classes at a university of technology

With the increase in student enrolments in higher education, which has resulted in changesto student profiles, academic development has become important in terms of students’success. This article is a report on a qualitative study that used in-depth interviews toinvestigate the perceptions of Engineering students and staff to academic developmentclasses at a university of technology (UoT) in South Africa. The students’ feelingsconcerning the need for academic development to continue beyond their first year ofstudy was of particular interest. Participants included five lecturers from the Engineeringfaculty and four academic development practitioners, who were all purposefully selected.The sample consisted of men and women who were interviewed individually. Interviewswere also conducted with ten first-year Engineering students and ten second-year students,who were randomly selected on the grounds of having been involved in the academicdevelopment programme during their first year.The responses of the lecturers were compared with those of the academic developmentpractitioners and the first- and second-year students’ responses were compared. It emergedthat academic development was considered questionable as it did not seem to be structuredand that the academic development curriculum, itself, was problematic.