Factors affecting persistence of undergraduate engineering students: a quantitative research study using institutional data

• Autores: Matthew Meyer, Ning Fang
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 32, no. 5 (Parte A), 2016, 1887 págs.
• Idioma: inglés
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• Resumen

  • Persistence of undergraduate engineering students has long been a challenging issue in many engineering programs athigher education institutions in the United States (U.S.). Although much research has been performed to study factorsaffecting student persistence, research findings vary from institution to institution due to cultural and other uniquedifferences ateach institution. Thepresent research addsto the knowledge basebyemploying readilyavailable institutionaldata to determine factors affecting persistence of engineering undergraduates at a public research university in the U.S.Institutional data collected on declared engineering majors were sorted into equal-sized groups of 383 persisting studentsand 383 non-persisting students, totaling 766 students. Statistical t-tests were performed to analyze numerical (continuous)data that correspond to four factors: high school GPA (graduate point average), ACT (American College Testing) mathscore, composite ACT score, and projected age at graduation. Statistical Pearson’s chi-squared tests were conducted toanalyze categorical data that correspond to six other factors: gender, marital status, residency status, campus residence,scholarship, and financial aid. The results of statistical analysis show that students with higher high school GPAs, ACTmath scores, or composite ACT scores were more likely to persist in engineering. Older or married students were also morelikely to persist than younger or single students. When compared with in-state resident students, out-of-state residentstudents were less likely to persist, and international students were more likely to persist. Students who had receivedfinancial aid were more likely to persist than those who did not. These research findings have practical implications. Highereducation institutions can adjust entrance criteria to increase the chances of success for students admitted into engineeringprograms.