TY - GEN
T1 - Impact of PBL on engineering students' motivation in the GCC region
T2 - 2018 Advances in Science and Engineering Technology International Conferences, ASET 2018
AU - Jaeger, Martin
AU - Adair, Desmond
N1 - Publisher Copyright:
© 2018 IEEE.
Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
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
UR - http://www.scopus.com/inward/record.url?scp=85049979741&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85049979741&partnerID=8YFLogxK
U2 - 10.1109/ICASET.2018.8376918
DO - 10.1109/ICASET.2018.8376918
M3 - Conference contribution
AN - SCOPUS:85049979741
T3 - 2018 Advances in Science and Engineering Technology International Conferences, ASET 2018
SP - 1
EP - 7
BT - 2018 Advances in Science and Engineering Technology International Conferences, ASET 2018
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 6 February 2018 through 5 April 2018
ER -