Student confidence and metacognitive reflection with correlations to exam performance in a FE review course in chemical engineering

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Abstract

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.

Original languageEnglish
Article number1266
JournalASEE Annual Conference and Exposition, Conference Proceedings
Volume2020-June
StatePublished - Jun 22 2020
Event2020 ASEE Virtual Annual Conference, ASEE 2020 - Virtual, Online
Duration: Jun 22 2020Jun 26 2020

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