Open AccessEXPLORING STUDENTS’ INTERPRETATIONS OF SUCCESS: A RESEARCH INSTRUMENT
Author(s) -
Max Ullrich,
David S. Strong
Publication year - 2021
Publication title -
proceedings of the canadian engineering education association (ceea)
Language(s) - English
Resource type - Journals
ISSN - 2371-5243
DOI - 10.24908/pceea.vi0.14931
Subject(s) - reliability (semiconductor) , exploratory factor analysis , psychology , scale (ratio) , variance (accounting) , variety (cybernetics) , survey instrument , exploratory research , survey research , mathematics education , applied psychology , medical education , computer science , psychometrics , sociology , medicine , clinical psychology , power (physics) , physics , accounting , quantum mechanics , artificial intelligence , anthropology , business
The nebulous term ‘student success’, and other similar terms such as ‘academic success’, are widelyused in education research papers as all-encompassing phrases representing a wide variety of student outcomes, typically academic achievement and persistence. There is limited research addressing how success during an undergraduate engineering program is defined from thestudent point of view. A 60-question research survey with 266 responses, a response rate of 8%, was conducted at Queen’s University to explore this gap. The survey was validated with a mixed-methods pilot study. Instrument validity, reliability, and fairness were established duringthe full study. Scale reliability for a modified version of a Future Time Perspectives survey was established using an exploratory factor analysis with a “meritorious” KMO of0.81 with five factors explaining 49.60% of the variance.
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