| NSF Org: |
DUE Division Of Undergraduate Education |
| Recipient: |
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| Initial Amendment Date: | September 14, 2016 |
| Latest Amendment Date: | May 17, 2019 |
| Award Number: | 1612445 |
| Award Instrument: | Standard Grant |
| Program Manager: |
John Jackman
DUE Division Of Undergraduate Education EDU Directorate for STEM Education |
| Start Date: | September 15, 2016 |
| End Date: | August 31, 2021 (Estimated) |
| Total Intended Award Amount: | $299,942.00 |
| Total Awarded Amount to Date: | $299,942.00 |
| Funds Obligated to Date: |
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| History of Investigator: |
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| Recipient Sponsored Research Office: |
1050 STEWART ST. LAS CRUCES NM US 88003 (575)646-1590 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
LAS CRUCES NM US 88003-8001 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | IUSE |
| Primary Program Source: |
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| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.076 |
ABSTRACT
Due to fast-paced technological advances and competitive global economy, engineering education in the US must impart competencies and skills at all cognitive levels to an increasingly diverse population. Educators must not only strive to enhance learning in engineering and the preparedness of our graduates, but also strive to diversify the engineering workforce. This project, housed at a Hispanic-Serving Institution, draws on a population of first-generation, academically-disadvantaged, and economically-disadvantaged students to explore the relationships of metacognition practices on learning and retention. It is known that many freshmen students do not fully comprehend the importance of effective strategies for college and lifelong learning. The proposed research will develop and study growth in metacognitive self-awareness, and self-study strategies of freshmen engineering students in the College of Engineering at New Mexico State University. This project has the potential to positively impact student retention in engineering, especially with many under-represented populations, through the investigation and dissemination of effective metacognitive practices.
The goal of the proposed research program is to enhance student academic performance and improve retention in engineering. The objectives are to (1) investigate and implement metacognitive strategies and study practices leading to increased learning and critical thinking, (2) Investigate the impacts of metacognitive study practices engineering student retention, and (3) disseminate and provide awareness of such strategies among engineering faculty. The project will involve activities such as: (a) the use of a Metacognition Awareness Inventory (MAI) and study practices self-assessment survey, (b) employment of instructional content and tools to support freshman engineering students with understanding fundamentals of metacognition, (c) investigation of correlations between metacognitive strategies and academic achievement, (d) evaluation of instruments and interventions for validity and reliability using quantitative and qualitative research methods, and (e) provision of annual faculty development workshops on metacognitive practices. Findings on the relationships among student study practices, learning performance, retention and metacognition in engineering, as well as validated instruments will be of value to STEM education in general.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
This project presented undergraduate students in a key introduction to engineering course with workshops and skills to help them become more aware of their study skills and to improve their confidence in their abilities to learn new tactics to succeed not only in engineering, but in other courses as well. Over the course of each semester, students experienced workshops that focused on metacognitive awareness, where students were given tools for recognizing how to identify their strengths and weaknesses in studying and learning. Utilization of two instruments: the Modified Metacognition Awareness Inventory (MMAI) and the Self Evaluation Study Strategy Instrument (SESSI) showed that students can be grouped into high and low performing academic groups from the start of the semester, which can help identify students who will need additional study assistance before an exam is given. Further, the workshops significantly improved student MMAI scores, meaning students had a better understanding of their self-regulation, study habits, and awareness of their strengths and weaknesses in their academics. Additionally, students who received workshops grew in their exam scores during the semester from the first exam to the fourth exam at the end of the semester.
An additional outcome highlighted during Fall 2018 shows a relationship between students’ reported self-confidence and their academic performance. Moreover, our analysis revealed some evidence that learning strategies and learners’ mindsets differ by level of confidence. Specifically, our qualitative analysis revealed distinct differences between students with low, medium, and high levels of confidence. First, students who reported a high level of confidence were more likely to display growth mindset traits, along with superior academic aspirations and identification to the engineering and mathematics fields. Second, students with medium level of confidence also reported mindset traits unique to their level of confidence, such as exam apprehension, self-awareness, and avoiding feelings of overconfidence prior to their exams. Students with low levels of self-confidence also displayed common trends, including fixed mindset traits and lower academic aspirations.
Last Modified: 12/17/2021
Modified by: Muhammad Dawood
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