ERIC Number: EJ1058697
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 69
The Effects of a Collaborative Problem-Based Learning Experience on Students' Motivation in Engineering Capstone Courses
Jones, Brett D.; Epler, Cory M.; Mokri, Parastou; Bryant, Lauren H.; Paretti, Marie C.
Interdisciplinary Journal of Problem-based Learning, v7 n2 p34-71 Fall 2013
We identified and examined how the instructional elements of problem-based learning capstone engineering courses affected students' motivation to engage in the courses. We employed a two-phase, sequential, explanatory, mixed methods research design. For the quantitative phase, 47 undergraduate students at a large public university completed a questionnaire that measured the components of the MUSIC Model of Academic Motivation (Jones, 2009): empowerment, usefulness, success, situational interest, individual interest, academic caring, and personal caring. For the qualitative phase that followed, 10 students answered questions related to the MUSIC components. We identified several instructional elements that led to motivating opportunities that affected students' motivation to engage in the courses. We discuss how these motivating opportunities can foster or hinder students' engagement and provide implications for instruction.
Descriptors: Problem Based Learning, Curriculum, Engineering Education, Undergraduate Students, Questionnaires, Empowerment, Usability, Success, Student Interests, Student Motivation, Caring, Mixed Methods Research, Models, Student Projects, Likert Scales, Competence, Semi Structured Interviews, Comparative Analysis, Feedback (Response), Group Activities
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: EEC 0846605