Engage Engineering Students in Homework: Attribution of Low Completion and Suggestions for Interventions
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| Title: | Engage Engineering Students in Homework: Attribution of Low Completion and Suggestions for Interventions |
|---|---|
| Language: | English |
| Authors: | Li, Wenshu, Bennett, Richard M., Olsen, Taimi, McCord, Rachel |
| Source: | American Journal of Engineering Education. Jun 2018 9(1):23-38. |
| Availability: | Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2018 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1137013 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Homework, Learner Engagement, Engineering Education, College Freshmen, Introductory Courses, Intervention, Qualitative Research, Semi Structured Interviews, Attribution Theory, Student Attitudes |
| Geographic Terms: | Tennessee |
| ISSN: | 2153-2516 |
| Abstract: | Homework is an important out-of-class activity, crucial to student success in engineering courses. However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students' attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students' attributions of homework incompletion according to Weiner's attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student's attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students' reasons for homework incompletion varied across the three dimensions of Weiner's attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first-year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion. |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2018 |
| Accession Number: | EJ1184340 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1184340 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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However, in a first-semester freshman engineering course, approximately one-fourth of students were completing less than 80% of the homework. The purpose of this study was to examine students' attribution of their low completion of homework and suggest corresponding interventions to help students with different attribution types. A qualitative approach was applied using semi-structured interviews for data collection. The interviewees were students who were on track to complete less than 80% of the homework. Students in the study attributed their low rates of completion to multiple factors. We coded and summarized students' attributions of homework incompletion according to Weiner's attribution theory and suggested corresponding interventions for students with different attribution types. Results show that most students attributed their failure to complete their homework to external reasons rather than internal reasons. A large portion of student's attributions for low homework completion was due to poor time management skills. Some students attributed low homework completion to unstable factors such as illness, transition, or adjustment problems. A small portion attributed low homework completion to uncontrollable reasons, such as sickness and homework difficulty. Students' reasons for homework incompletion varied across the three dimensions of Weiner's attribution theory suggesting that a variety of intervention techniques is required. In addition to use of widely adopted interventions such as first-year seminars, tutoring, and tutorial sessions, intervention techniques based on attribution theory may be necessary to employ, to help students avoid negative emotional and behavioral consequences of homework incompletion. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 52 – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: AN Label: Accession Number Group: ID Data: EJ1184340 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 23 Subjects: – SubjectFull: Homework Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Engineering Education Type: general – SubjectFull: College Freshmen Type: general – SubjectFull: Introductory Courses Type: general – SubjectFull: Intervention Type: general – SubjectFull: Qualitative Research Type: general – SubjectFull: Semi Structured Interviews Type: general – SubjectFull: Attribution Theory Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Tennessee Type: general Titles: – TitleFull: Engage Engineering Students in Homework: Attribution of Low Completion and Suggestions for Interventions Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Li, Wenshu – PersonEntity: Name: NameFull: Bennett, Richard M. – PersonEntity: Name: NameFull: Olsen, Taimi – PersonEntity: Name: NameFull: McCord, Rachel IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 2153-2516 Numbering: – Type: volume Value: 9 – Type: issue Value: 1 Titles: – TitleFull: American Journal of Engineering Education Type: main |
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