THE IMPACT OF STUDENTS’ ACADEMIC LOCUS OF CONTROL AND PERCEPTION OF PROBLEM SOLVING ABILITY ON THEIR PERFORMANCE IN DESIGN PROJECTS

Abstract

The University of Ottawa has introduced new
introductory engineering design courses that introduces
students to engineering design through a Collaborative
Project Based Learning (CPBL) environment as it is known
for enhancing deep learning, motivating students to
cultivate interdependence in learning, problem-solving,
and creating interest and excitement in learning. Students
work in teams with a client to solve an engineering problem
and develop and iterate prototypes. This paper aims at
understanding the impact of those two hands-on courses
(Engineering Design and Introduction to Product
Development and Management) on engineering students’
design skills as well as the factors that impacted the
students learning. The factors that are considered in this
study are students’ prior knowledge or experience of
engineering design, students’ construct locus of control,
perception of problem solving ability and team dynamics.
A pre-& post-test was administered to students using a
validated design process skill assessment tool to quantify
students’ progress during the course. Students’ final
prototypes were also assessed by external judges from the
community to evaluate the quality of students’ designs.