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Modeling Engineering Degree Attainment Using High School and College Physics and Calculus Coursetaking and Achievement
Author(s) -
Tyson Will
Publication year - 2011
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2011.tb00035.x
Subject(s) - attrition , mathematics education , calculus (dental) , engineering education , degree (music) , mathematics , medicine , engineering , physics , mechanical engineering , dentistry , acoustics
B ackground Models of engineering retention use high school GPA and mathematics standardized test scores to measure pre‐college characteristics and first year of college GPA to measure academic integration in college. This study uses high school and college physics and calculus coursetaking and achievement to predict engineering degree attainment among students on‐track for an engineering degree. P urpose (H ypothesis ) This study predicts that high school accelerated physics and calculus coursetaking and grades influences grades earned in college physics and calculus and both sets of factors influence engineering degree attainment. D esign /M scethod Multinomial logistic regression analyses determine the effects of high or low achievement in high school on high and low achievement in college physics and calculus courses and the effects of both on earning an engineering degree. R esults Pre‐college characteristics and academic integration were not consistently related to the destination of engineering migrants. Community college enrollment was not related to attrition. High school calculus achievement is the strongest predictor of grades in college physics and calculus courses, accounting for the positive effects of accelerated physics and calculus coursetaking. C onclusions Engineering degree attainment models should include coursetaking and particularly achievement in high school and college physics and calculus courses. Attrition outcomes should include the destination major in order to capture achievement effects on migration to business and non‐STEM fields compared to migration to other STEM fields that require quantitative skills acquired in physics and calculus courses.