TY - JOUR
T1 - Student confidence and metacognitive reflection with correlations to exam performance in a FE review course in chemical engineering
AU - Khatib, Sheima J.
AU - Taraban, Roman
AU - Lawson, William D.
N1 - Publisher Copyright:
© American Society for Engineering Education 2020.
PY - 2020/6/22
Y1 - 2020/6/22
N2 - Metacognitive reflection and problem-solving confidence are important factors in the development of problem-solving skills. The present research focuses on chemical engineering seniors who completed a 3-credit course that, in part, reviewed major Fundamentals of Engineering (FE) Chemical topics like mass transfer and fluid mechanics in order to prepare for taking the FE exam. Changes in students' confidence and reflective processing were measured through a weekly survey for which they received a small homework credit. Survey responses were submitted by approximately 98 students after each of eight weekly problem-solving review sessions. Quantitative survey responses showed significant gains in confidence after FE topic review activities and relatively consistent benefits in FE test performance associated with confidence ratings and metacognitive reflection ratings. The present methods and findings provide a tentative model for ongoing course assessment that could aid engineering educators in strengthening instructional practices.
AB - Metacognitive reflection and problem-solving confidence are important factors in the development of problem-solving skills. The present research focuses on chemical engineering seniors who completed a 3-credit course that, in part, reviewed major Fundamentals of Engineering (FE) Chemical topics like mass transfer and fluid mechanics in order to prepare for taking the FE exam. Changes in students' confidence and reflective processing were measured through a weekly survey for which they received a small homework credit. Survey responses were submitted by approximately 98 students after each of eight weekly problem-solving review sessions. Quantitative survey responses showed significant gains in confidence after FE topic review activities and relatively consistent benefits in FE test performance associated with confidence ratings and metacognitive reflection ratings. The present methods and findings provide a tentative model for ongoing course assessment that could aid engineering educators in strengthening instructional practices.
UR - http://www.scopus.com/inward/record.url?scp=85095745091&partnerID=8YFLogxK
M3 - Conference article
AN - SCOPUS:85095745091
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
SN - 2153-5965
M1 - 1266
Y2 - 22 June 2020 through 26 June 2020
ER -