Abstract
In order to identify the impact of PBL on students' motivation to learn at an institution of higher education in the GCC (Gulf Cooperation Council) region, the Self-Determination Theory (SDT) was applied. The aim is to analyze, longitudinally, the changes of students' perception of the three psychological needs of the SDT (perceived autonomy support, competence, and relatedness to fellow learners) as well as the students' learning motivation, by comparing student perceptions after completing the first semester, with their perceptions after completing the third semester. Students' perceptions are measured using a 7-point Likert scale and descriptive and inferential statistics are applied, as is an analysis of correlations between the constructs of the framework. It is found that the learning motivation improved and students' perceived autonomy support increased significantly. Furthermore, correlations suggest that students derive their perceived competence more from learning facilitators as opposed to peers and that perceived competence has some positive impact on learning motivation. This study is part of an ongoing research effort related to novice project-based learners in the GCC region.
| Original language | English |
|---|---|
| Title of host publication | 2018 Advances in Science and Engineering Technology International Conferences, ASET 2018 |
| Publisher | Institute of Electrical and Electronics Engineers Inc. |
| Pages | 1-7 |
| Number of pages | 7 |
| ISBN (Electronic) | 9781538623992 |
| DOIs | |
| Publication status | Published - Jun 8 2018 |
| Event | 2018 Advances in Science and Engineering Technology International Conferences, ASET 2018 - Dubai, Sharjah, Abu Dhabi, United Arab Emirates Duration: Feb 6 2018 → Apr 5 2018 |
Other
| Other | 2018 Advances in Science and Engineering Technology International Conferences, ASET 2018 |
|---|---|
| Country | United Arab Emirates |
| City | Dubai, Sharjah, Abu Dhabi |
| Period | 2/6/18 → 4/5/18 |
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Keywords
- GCC
- Motivation
- project-based learning
- self-determination theory
ASJC Scopus subject areas
- Energy Engineering and Power Technology
- Renewable Energy, Sustainability and the Environment
- Civil and Structural Engineering
- Mechanics of Materials
- Safety, Risk, Reliability and Quality
- Waste Management and Disposal
- Water Science and Technology
Cite this
Impact of PBL on engineering students' motivation in the GCC region : Case study. / Jaeger, Martin; Adair, Desmond.
2018 Advances in Science and Engineering Technology International Conferences, ASET 2018. Institute of Electrical and Electronics Engineers Inc., 2018. p. 1-7.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - Impact of PBL on engineering students' motivation in the GCC region
T2 - Case study
AU - Jaeger, Martin
AU - Adair, Desmond
PY - 2018/6/8
Y1 - 2018/6/8
N2 - In order to identify the impact of PBL on students' motivation to learn at an institution of higher education in the GCC (Gulf Cooperation Council) region, the Self-Determination Theory (SDT) was applied. The aim is to analyze, longitudinally, the changes of students' perception of the three psychological needs of the SDT (perceived autonomy support, competence, and relatedness to fellow learners) as well as the students' learning motivation, by comparing student perceptions after completing the first semester, with their perceptions after completing the third semester. Students' perceptions are measured using a 7-point Likert scale and descriptive and inferential statistics are applied, as is an analysis of correlations between the constructs of the framework. It is found that the learning motivation improved and students' perceived autonomy support increased significantly. Furthermore, correlations suggest that students derive their perceived competence more from learning facilitators as opposed to peers and that perceived competence has some positive impact on learning motivation. This study is part of an ongoing research effort related to novice project-based learners in the GCC region.
AB - In order to identify the impact of PBL on students' motivation to learn at an institution of higher education in the GCC (Gulf Cooperation Council) region, the Self-Determination Theory (SDT) was applied. The aim is to analyze, longitudinally, the changes of students' perception of the three psychological needs of the SDT (perceived autonomy support, competence, and relatedness to fellow learners) as well as the students' learning motivation, by comparing student perceptions after completing the first semester, with their perceptions after completing the third semester. Students' perceptions are measured using a 7-point Likert scale and descriptive and inferential statistics are applied, as is an analysis of correlations between the constructs of the framework. It is found that the learning motivation improved and students' perceived autonomy support increased significantly. Furthermore, correlations suggest that students derive their perceived competence more from learning facilitators as opposed to peers and that perceived competence has some positive impact on learning motivation. This study is part of an ongoing research effort related to novice project-based learners in the GCC region.
KW - GCC
KW - Motivation
KW - project-based learning
KW - self-determination theory
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U2 - 10.1109/ICASET.2018.8376918
DO - 10.1109/ICASET.2018.8376918
M3 - Conference contribution
SP - 1
EP - 7
BT - 2018 Advances in Science and Engineering Technology International Conferences, ASET 2018
PB - Institute of Electrical and Electronics Engineers Inc.
ER -