How Do Different Reflection Prompts Affect Engineering Students’ Academic Performance and Engagement?

Abstract

This study explored the relative effectiveness of generic versus specific reflection prompts on engineering students’ academic performance and engagement with four scales (i.e., behavioral, emotional, social, cognitive). The sample consisted of 208 engineering students in two sections of a required first-year engineering course. By using a quasi-experimental research design in classroom settings, students in the specific and generic reflection prompt conditions were compared based on exams, project scores, and problem sets. Additionally, the role of reflection prompts in students’ behavioral, emotional, social, and cognitive engagements was investigated across conditions by using pre- and post-surveys administered at the beginning and end of the semester. Students in both conditions were asked to submit a total of 52 reflections during an academic semester. Results showed that students in the specific prompts condition performed significantly better on exams, total project score, and two problem sets than students in the generic prompts condition. In terms of engagement, results showed there was a significant decrease in behavioral, emotional, and cognitive scales for both conditions. On the other hand, for the social scale, while there was a decrease for students in generic prompts condition, there was an increase for the ones in specific prompts condition.

Keywords:

• Achievement
• classroom research
• college students
• metacognition
• post secondary education
• reflective thinking

Notes

1 In this paper, we are using the terms "self-regulated learning" and "self-regulation" interchangeably by relying on the definitions from Butler (2002), Zimmerman (2000), Zimmerman et al. (2002), Zimmerman and Schunk (2001).

Additional information

Funding

The research reported here was partially supported by the Purdue Research Foundation.