Date of Award

Spring 5-25-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Mechanical Engineering

First Advisor

Mary Fendley

Abstract

In engineering education, students often face feelings of inadequacy, leading to academic struggles and potential dropout. This dissertation investigates the impact of interactive course materials on students' confidence and self-efficacy in problem-solving, focusing on an Engineering Materials class at Louisiana Tech University. Over four quarters, involving seven sections and 218 students, a 13-question Likert scale survey was administered repeatedly, alongside demographic data and textbook usage surveys. The study aims to compare students’ attitudes and beliefs when not using a textbook versus when using an interactive web-native book. Hypotheses suggest that the interactive book will enhance problem-solving beliefs, confidence, and grades. Additionally, the study examines the relationship between self-efficacy and performance, particularly comparing female and male students. By identifying critical points of struggle and improving real-world connections, this research contributes to enhancing learning experiences and retention efforts in STEM education. Results from a two-sample t-test reveal significant effects on students' beliefs in problem-solving skills when using the interactive web-native book. Linear regression analyses indicate significant predictive effects of the interactive book and honors status on exam scores and final grades. Correlation analysis demonstrates moderate positive correlations between exam scores and final grades. In addition, students with higher self-efficacy exhibit significantly better performance on exam 2 and final grades compared those with lower self-efficacy. Gender differences reveal that male students consistently report higher self-efficacy. In addition, summary statistics of the exit survey and interactive textbook reveal varying levels of engagement and satisfaction with the materials. Overall, these findings provide valuable insights into the efficacy of interactive web-native books in enhancing student learning experiences, performance, and self-efficacy in engineering education.

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