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The effect of learning style, major, and gender on learning computer-aided drawing in an introductory engineering/technical graphics course
DISSERTATION

, North Carolina State University, United States

North Carolina State University . Awarded

Abstract

This correlational descriptive study examined students' achievement in learning computer-aided drawing and engineering/technical graphics concepts in introductory classes at North Carolina State University. The study involved 38 subjects. The three dependent variables were CAD project grade, CAD posttest score, and final course grade. The seven independent variables were gender, learning style, major, student classification, final exam grade, final exam with the posttest score removed, and pretest score. The Group Embedded Figures Test was used to determine learning styles.

The research subjects were primarily field dependent, and half had prior drafting experience. The females reported a lower level of computer experience and less prior drafting experience than the males.

For the total sample, significant correlations were found between project grade and final grade with the project score removed, learning style and final exam grade with the project score removed, computer experience and gender, and final exam grade and gender. For females, a significant correlationship was found between prior drafting experience and the project grade. For males, significant correlations were found between learning style and final exam grade, learning style and final exam grade with the posttest removed, project grade and final grade with the project score removed, project grade and pretest score, and pretest and posttest score.

Three multiple linear regression models were created, two as predictors of computer-aided drawing achievement and one as a predictor of achievement in learning course content. Model 1 used the final project grade as its dependent variable. The covariates in this model were gender, the pretest score, and major. Model 2 used the posttest score as its dependent variable. The covariates in this model were the pretest score, the Group Embedded Figures Test score, and the final exam grade with the posttest score removed. Model 3 used the final course grade as its dependent variable. The covariates in this model were gender, the Group Embedded Figures Test scores, and student classification.

Citation

Scales, A.K.Y. The effect of learning style, major, and gender on learning computer-aided drawing in an introductory engineering/technical graphics course. Ph.D. thesis, North Carolina State University. Retrieved November 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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