Proceedings of The 6th World Conference on Research in Teaching and Education
Self-concept and Challenges of Mechatronics Engineering Students in a Face-to-Face Learning Displacement Environment
Dr. Lina S. Calucag and Dr. Beda T. Aleta
Understanding how students view themselves as engineers and their difficulties in completing their academic program is essential. This study aims at finding out the self-concept and challenges of engineering students in face-to-face learning displacement environment. The study was conducted at the Mechatronics department, College of Engineering, University of Technology Bahrain. The 374 participants, who had completed at least two engineering courses, were split into two groups: those who had face-to-face learning displacement environment for one year and those who had for two years. Data for the first and second groups were collected at the end of SY2020-2021 and SY2021–2022, respectively. All quantitative data were gathered through Google forms while qualitative data were gathered through focus group discussions. Quantitative data shows that 185 engineering students from SY2021-2022, who had a face-to-face learning displacement environment for two years (M=3.4, SD=0.09) compared to 189 engineering students who experienced face-to-face learning displacement environment for one year (M=2.93, SD=0.09) demonstrated significantly better peak flow in engineering self-concept with p-value less than 0.00001. Qualitative research indicates that students who have completed two years of face-to-face learning displacement environment with the support of professors have a greater self-concept regarding their abilities, skills, and competence in dealing with engineering challenges. On the other hand, the students find difficulties in laboratories activities due to lack of hands on experiences. Suggestions for teaching engineering courses using face-to-face learning displacement environment is proposed.
keywords: self-concept, engineering challenges, learning displacement