IEEE Transactions on Education最新文献_第2页

PBL Student Assessment: Consistency of Different Evaluation Methods in a Computing Faculty PBL学生评估：计算机学院不同评估方法的一致性

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-03-12 DOI: 10.1109/TE.2025.3545314

Henrique Mohallem Paiva;Flávia Maria Santoro;Victor Takashi Hayashi;Bianca Cassemiro Lima

{"title":"PBL Student Assessment: Consistency of Different Evaluation Methods in a Computing Faculty","authors":"Henrique Mohallem Paiva;Flávia Maria Santoro;Victor Takashi Hayashi;Bianca Cassemiro Lima","doi":"10.1109/TE.2025.3545314","DOIUrl":"https://doi.org/10.1109/TE.2025.3545314","url":null,"abstract":"Contribution: This article analyzes student assessment within a computing faculty employing a full project-based learning (PBL) approach. Examining 2078 final grades across 60 classes and periods, the study reveals a significant correlation between graded self-studies, exams, and projects. This result contributes to understanding the reliability and independence of diverse evaluation methods, emphasizing their effectiveness in measuring students’ learning within a PBL framework. Background: This study is motivated by the need to investigate diverse learning assessment methods within a PBL setting, aiming to establish context and underline the broad applicability of a comprehensive evaluation approach in computing education. Intended Outcomes: The study seeks to provide information about the interrelationships between different assessment methods within a PBL framework. The desired outcome is a comprehensive understanding applicable across various classes and periods, emphasizing the robustness of the assessment system. Application Design: Implementing a full PBL model in a computing faculty during a two-year period, the chosen approach integrates graded self-studies, exams, and projects to ensure a well-rounded evaluation system, capturing student proficiency across diverse computing concepts. This study involved 210 first- and second-year students, 162 men and 48 women, with a mean age of 21.7 ± 2.7 years. Findings: Correlation analysis of 2078 final grades indicates consistent reliability among graded self-studies, exams, and projects. This result underscores the effectiveness of each assessment method in measuring learning within a PBL framework, highlighting the system’s robust applicability in a computing educational environment.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"215-223"},"PeriodicalIF":2.1,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10924470","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Antecedents and Moderators of Impacting Self-Efficacy in Students’ Learning Computer Programming 学生计算机程序设计学习自我效能感的影响因素及调节因素探讨

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-02-26 DOI: 10.1109/TE.2025.3540493

Ying-Chieh Liu;Hung-Yi Chen

{"title":"Exploring the Antecedents and Moderators of Impacting Self-Efficacy in Students’ Learning Computer Programming","authors":"Ying-Chieh Liu;Hung-Yi Chen","doi":"10.1109/TE.2025.3540493","DOIUrl":"https://doi.org/10.1109/TE.2025.3540493","url":null,"abstract":"Contribution: Expand the scope of factors influencing self-efficacy and highlight the importance of teaching quality, peer support, perceived course value, the moderating effects of self-regulation, and adversity quotient (AQ). Background: Self-efficacy has been regarded as an important factor in students’ learning performance. However, little research has explored the antecedents of self-efficacy in the context of students’ learning computer programming. Research Question: What are the factors affecting students’ self-efficacy in the context of learning computer programming? And how do these factors influence students’ self-efficacy in learning computer programming?Methodology: Five hundred and twenty-three validated questionnaires were collected from four universities in Taiwan. Findings: Three antecedents (the quality of lectures, reciprocal peer tutoring, and perceived course value) positively affected self-efficacy. Two moderators (self-regulation and AQ) positively moderated the relationships between the quality of lectures, reciprocal peer tutoring, and self-efficacy but not the relationship between perceived course value and self-efficacy.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"203-214"},"PeriodicalIF":2.1,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Women in Computer Science: High School Math Exam, School Belonging, Academic Self-Efficacy, and Their Relationship to First-Semester Grades 计算机科学专业女生：高中数学考试、学校归属感、学术自我效能感及其与第一学期成绩的关系

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-02-20 DOI: 10.1109/TE.2025.3538949

Mirjam Paales;Karin Täht

{"title":"Women in Computer Science: High School Math Exam, School Belonging, Academic Self-Efficacy, and Their Relationship to First-Semester Grades","authors":"Mirjam Paales;Karin Täht","doi":"10.1109/TE.2025.3538949","DOIUrl":"https://doi.org/10.1109/TE.2025.3538949","url":null,"abstract":"Contribution: This study enhances the understanding of the factors that impact academic performance and self-efficacy among computer science (CS) students, specifically focusing on gender differences. Background: The motivation behind this study stems from the gender disparity observed within undergraduate CS programs. This gender gap undermines diversity within the tech industry and hampers its potential for innovation. Research Questions: Do female CS students exhibit lower levels of school belonging and academic self-efficacy? Are there gender differences in academic achievement? What is the predictive power of prior academic performance, academic self-efficacy, and sense of belonging on first-semester grades? Methodology: In this study, 113 undergraduate students (82 males) were surveyed. The questionnaire was administered midway through the semester, in early November. High school math exam scores were assessed along with self-reported measures of academic self-efficacy and sense of belonging. Findings: The findings revealed several noteworthy observations: Female students exhibited a statistically significant higher grade point average (GPA) at the end of the first semester despite reporting lower levels of academic self-efficacy. Regression analysis identified gender, academic self-efficacy, and high school math exam scores as significant predictors of first-semester GPA. Implications: The implications of the study underscore the importance of fostering a supportive learning environment within CS education. Specifically, this study advocates for implementing teaching practices that prioritize social aspects and help enhance field-specific self-efficacy for all students.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"195-202"},"PeriodicalIF":2.1,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing Teaching Evaluations Through Campus Data 利用校园数据加强教学评价

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-02-13 DOI: 10.1109/TE.2025.3536301

Ruizhi Liao;Zhizhen Chen;Ao Zhang

{"title":"Enhancing Teaching Evaluations Through Campus Data","authors":"Ruizhi Liao;Zhizhen Chen;Ao Zhang","doi":"10.1109/TE.2025.3536301","DOIUrl":"https://doi.org/10.1109/TE.2025.3536301","url":null,"abstract":"Contribution: This study examines the impact of student data and behaviors on student evaluations of teaching. It leverages campus data and employs statistical methods to explore the relationships among these indicators. A regression model is developed that integrates teaching evaluation, expected grades, and course participation, aiming to mitigate instructors’ influence on student evaluations.Background: In higher education, the assessment of teaching quality commonly includes student evaluations of teaching. However, subjective factors, such as students’ expected grades, can distort evaluation outcomes. The ample student behavior data on campus enable an analysis of the validity of student evaluations on teaching.Research Questions: How do student evaluations of teaching correlate with student grades, library borrowing, and dormitory living? How can campus data analysis be utilized to mitigate the influence of instructors on student evaluations of teaching?Methodology: Data collected from campus are utilized, and statistical methods, including the Shapiro-Wilk test and linear regression models, are applied to analyze the relationships between student data and teaching evaluations.Findings: The study finds a strong correlation between students’ expected grades and teaching evaluation scores, suggesting the potential for instructor influence. The proposed regression model highlights the interrelationships among teaching evaluations, expected grades, and course participation, offering insights into mitigating instructor influence on student evaluations.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 2","pages":"186-194"},"PeriodicalIF":2.1,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143856292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IEEE Transactions on Education Information for Authors IEEE作者教育信息汇刊

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-02-06 DOI: 10.1109/TE.2025.3530662

引用次数: 0

IEEE Transactions on Education Publication Information IEEE教育出版信息汇刊

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-02-06 DOI: 10.1109/TE.2025.3530660

引用次数: 0

Introduction to the Mathematics of Control Education in Calculus for Engineering Students 工科学生微积分中的控制数学教育导论

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2025-01-01 DOI: 10.1109/TE.2024.3520590

Imre Kocsis;Sándor Hajdu;Róbert Mikuska;Péter Korondi

{"title":"Introduction to the Mathematics of Control Education in Calculus for Engineering Students","authors":"Imre Kocsis;Sándor Hajdu;Róbert Mikuska;Péter Korondi","doi":"10.1109/TE.2024.3520590","DOIUrl":"https://doi.org/10.1109/TE.2024.3520590","url":null,"abstract":"We have introduced a novel approach to competency-based education in mechatronics from the undergraduate to the postgraduate level. What distinguishes this approach is the integration of modeling and control of sampled systems right from the beginning of the undergraduate education. It is achieved by changing the structure of the first-semester Calculus course to focus on discrete-time systems: emphasizing numerical differentiation and integration and difference equations. The curriculum is enriched by interdisciplinary homework project assignments that, given in subsequent courses throughout the education, are tied to the same quarter-vehicle model but vary in theoretical complexity. It demonstrates multiple dimensions of the same engineering problem, leading to a deeper understanding. Based on the discrete-time modeling studied in Calculus, students can solve the problem at a basic level and verify the results with measurements. Later, they can compare these solutions with those obtained using more advanced tools. This approach creates a synergy between different subjects ranging from the basics to the advanced control theory. This article focuses primarily on the mathematical toolkit that facilitates the achievement of our didactic goals.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"163-172"},"PeriodicalIF":2.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10819636","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143360879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Soft Skills Education is Valuable—Perception of Engineering Students 软技能教育是有价值的——工科学生的认知

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-12-23 DOI: 10.1109/TE.2024.3510569

Michal Balberg;Hen Friman;Heftsi Ragones;Ifaa Baner;Revital Shechter;Gila Kurtz

{"title":"Soft Skills Education is Valuable—Perception of Engineering Students","authors":"Michal Balberg;Hen Friman;Heftsi Ragones;Ifaa Baner;Revital Shechter;Gila Kurtz","doi":"10.1109/TE.2024.3510569","DOIUrl":"https://doi.org/10.1109/TE.2024.3510569","url":null,"abstract":"Contribution: This study demonstrates the effectiveness of a dedicated soft skills (SSs) course in an electrical engineering (EE) undergraduate program, showing improvements in students’ appreciation and satisfaction of expressing most of these skills.Background: SSs, encompassing interpersonal and social competencies, are important for career success in engineering. However, these skills are often overlooked or only indirectly addressed in EE curricula. This study addresses the need for intentional SSs development in EE education, with potential implications for engineering programs worldwide.Research Questions: How does a dedicated SSs course affect EE students’ perception of the importance of these skills?Does such a course improve students’ satisfaction with their ability to express these skills?Methodology: A dedicated SSs course was designed and implemented for undergraduate EE students. The course explicitly focused on developing teamwork, time management, written and oral communication, and implicitly addressed several other skills. Students’ perceptions of the importance of SSs and their satisfaction with expressing these skills were assessed at the beginning and end of the course using a questionnaire.Findings: While students recognized the importance of SSs before the course, their appreciation for these skills’ contribution to job-seeking and career success increased after completing the course. More significantly, students reported higher levels of satisfaction in expressing several of the targeted skills by the end of the course. These results, though limited to a single course at one institution, suggest the value of incorporating dedicated SSs development into EE curricula.","PeriodicalId":55011,"journal":{"name":"IEEE Transactions on Education","volume":"68 1","pages":"152-162"},"PeriodicalIF":2.1,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143360878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IEEE Transactions on Education Information for Authors IEEE作者教育信息汇刊

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-12-20 DOI: 10.1109/TE.2024.3508959

引用次数: 0

IEEE Transactions on Education Publication Information IEEE教育出版信息汇刊

IF 2.1 2区工程技术

IEEE Transactions on Education Pub Date : 2024-12-20 DOI: 10.1109/TE.2024.3508957

引用次数: 0