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RJSH

Rangsit Journal of Social Sciences and Humanities

ISSN 2286-976X (Print)

ISSN 2539-5513 (Online)

A causal relationship model of learning outcomes model for engineering undergraduate students

  • Pattrawadee Makmee, Cognitive Science and Innovation Research Unit, College of Research Methodology and Cognitive Science, Burapha University, Chonburi, Thailand, Corresponding author Email: pattrawadee@gmail.com
  • Buratin Khampirat, Institute of social technology, Suranaree University of Technology, Saraburi, Thailand

Abstract

The objectives of this research were to develop indicators and learning outcomes for engineering undergraduate student’s measurement tools and develop and validate a causal relationship model of learning outcomes for engineering undergraduate students. This study consists of a survey that described the indicators and causal relationship and the result of the study. The survey employed five-point Likert scale questionnaires with 55 items, including four factors, namely human skills, organizational skills, information skills, and knowledge and skills in engineering, and causal relationship. The result from 1,316 engineering undergraduate students showed that the causal relationship model was consistent with empirical data at a moderate level. Learning outcomes are strongly influenced by learning style, followed by achievement goal orientation scale, life-long learning skills, institutional and goal commitments, engineering skill self-efficacy, engineering career outcome expectations, and student status through cooperative education, respectively.

In conclusion, learning style was the most influential but student status through cooperative education was less influential for learning outcomes. However, all variables were important for learning outcomes of engineering undergraduate students.

Keywords: causal relationship of learning outcomes model, undergraduate students, engineering

PDF (725.56 KB)

DOI: 10.14456/rjsh.2020.6

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