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Correlation study between the performance in different engineering courses and project-based courses

Correlation study between the performance in different engineering courses and project-based courses

Authors :
Universitat Politècnica de Catalunya. Departament d'Enginyeria Electrònica
Universitat Politècnica de Catalunya. Departament de Teoria del Senyal i Comunicacions
Universitat Politècnica de Catalunya. Departament d'Enginyeria Telemàtica
Universitat Politècnica de Catalunya. MNT-Solar - Grup de Micro i Nano Tecnologies per Energia Solar
Universitat Politècnica de Catalunya. EduSTEAM - STEAM University Learning Research Group
Universitat Politècnica de Catalunya. SPCOM - Processament del Senyal i Comunicacions
Universitat Politècnica de Catalunya. ISG-MAK - Information Security Group - Mathematics Applied to Cryptography
Bermejo Broto, Sandra
Bragós Bardia, Ramon
Rey Micolau, Francesc
Pegueroles Vallés, Josep R.
Universitat Politècnica de Catalunya. Departament d'Enginyeria Electrònica
Universitat Politècnica de Catalunya. Departament de Teoria del Senyal i Comunicacions
Universitat Politècnica de Catalunya. Departament d'Enginyeria Telemàtica
Universitat Politècnica de Catalunya. MNT-Solar - Grup de Micro i Nano Tecnologies per Energia Solar
Universitat Politècnica de Catalunya. EduSTEAM - STEAM University Learning Research Group
Universitat Politècnica de Catalunya. SPCOM - Processament del Senyal i Comunicacions
Universitat Politècnica de Catalunya. ISG-MAK - Information Security Group - Mathematics Applied to Cryptography
Bermejo Broto, Sandra
Bragós Bardia, Ramon
Rey Micolau, Francesc
Pegueroles Vallés, Josep R.
Publication Year :
2023

Abstract

In a previous study, already published (Bragós, 2022), we analyzed the correlation between the University access mark to the engineering studies with the grades obtained in projectbased courses and in non-project-based standard courses. A lower correlation with the capstone course performance (R=0.3) than the one obtained with the average of the other courses (R=0.6) was obtained. Probably as a result of the fact that a different kind of skills are promoted in these courses. In this paper, we have changed and extended the scope of the correlation study. We used as a reference of the students’ performance index the individual average marks in the 1st year basic courses. Then we obtained the correlation with different categories of courses of our engineering program: theoretical/practical, mandatory/elective, by disciplines, and the Project-Based Learning (PBL) and Product Development Project (PDP) courses. This is, using internal indicators instead of the access mark, which has an external origin, and improving the granularity of the study. We have analyzed four consecutive cohorts that have completed a coherent set of subjects, n=762 students. We have classified the subjects (40 courses per student in average) in the categories aforementioned. They are compared with the performance in two “classic” PBL courses and a capstone PDP course. There is also a final Engineering bachelor thesis which is usually performed individually in companies or research labs. The very abridged results of the study display differences even higher that the ones obtained with the access mark. The three groups of non-project standard courses show a higher correlation among them (R=0.84 Basic to Mandatory-Disciplinary; R=0.69 Basic to Elective-Disciplinary) that when comparing the Basic courses with the PBL courses (R=0.59) or with the capstone PDP course (a very weak correlation with R=0.26). The complete set of cross-correlations among the categories is displayed in the paper. Like in the<br />Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat<br />Objectius de Desenvolupament Sostenible::8 - Treball Decent i Creixement Econòmic<br />Postprint (published version)

Details

Database :
OAIster
Notes :
12 p., application/pdf, English
Publication Type :
Electronic Resource
Accession number :
edsoai.on1427143625
Document Type :
Electronic Resource