TY - JOUR
T1 - Small or Large? The Effect of Group Size on Engineering Students’ Learning Satisfaction in Project Design Courses
AU - Chou, Pao Nan
AU - Chang, Chi Cheng
N1 - Publisher Copyright:
© 2018 by the authors; licensee Modestum Ltd., UK. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/).
PY - 2018
Y1 - 2018
N2 - This study investigated the effect of group size on engineering college students’ learning satisfaction in project design courses. A self-developed questionnaire titled Learning Satisfaction Toward Project Design Courses was employed to assess college students’ learning satisfaction. The survey instrument was constructed using an exploratory factor analysis and reliability testing comprising three constructs: individual learning satisfaction, skill development satisfaction, and group learning satisfaction. Research participants were 480 senior electrical engineering students who had enrolled in project design courses at public research-based universities in Taiwan. The results showed that students expressed positive attitudes toward project design courses, particularly for skill development satisfaction. The small-group format (≦ 4 students) enabled students to achieve higher satisfaction in knowledge acquisition, learning performance, and skill development, particularly in oral presentation, paper writing, and problem solving. However, gender and time allocation in projects did not influence students’ learning satisfaction in project design courses.
AB - This study investigated the effect of group size on engineering college students’ learning satisfaction in project design courses. A self-developed questionnaire titled Learning Satisfaction Toward Project Design Courses was employed to assess college students’ learning satisfaction. The survey instrument was constructed using an exploratory factor analysis and reliability testing comprising three constructs: individual learning satisfaction, skill development satisfaction, and group learning satisfaction. Research participants were 480 senior electrical engineering students who had enrolled in project design courses at public research-based universities in Taiwan. The results showed that students expressed positive attitudes toward project design courses, particularly for skill development satisfaction. The small-group format (≦ 4 students) enabled students to achieve higher satisfaction in knowledge acquisition, learning performance, and skill development, particularly in oral presentation, paper writing, and problem solving. However, gender and time allocation in projects did not influence students’ learning satisfaction in project design courses.
KW - capstone design
KW - group size
KW - learning satisfaction
KW - project design
KW - survey research
UR - http://www.scopus.com/inward/record.url?scp=85100667191&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85100667191&partnerID=8YFLogxK
U2 - 10.29333/ejmste/93400
DO - 10.29333/ejmste/93400
M3 - Article
AN - SCOPUS:85100667191
SN - 1305-8215
VL - 14
SP - 1
EP - 9
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 10
ER -