The Effects of Parametric 3-Dimensional Computer-Aided Design Software on High School Engineering Students' Achievement and Motivation: A Quantitative Causal-Comparative Research Study

Abstract

The projected number of engineering professionals will increase in the next decade. Implementing instructional technology to support engineering students in creating design solutions to authentic problems may lead to a more significant number of engineering graduates. The problem is knowing the extent to which parametric 3-dimensional computer-aided design (CAD) modeling software enhances student achievement and motivation in high school engineering programs, necessitating a look at how engineering programs use technology-based instructional aids to improve learning opportunities and motivate students in engineering courses. The purpose of this quantitative causal-comparative research study was to examine the impact of parametric 3-dimensional (CAD) modeling software on high school engineering students' achievement and motivation when implementing technology in the learning environment. The study was supported by a theoretical learning framework comprised of Piaget's constructivism and Siemens' connectivism learning models. Data were collected from 151 Project Lead the Way (PLTW) engineering students enrolled in the Introduction to Engineering (IED) course. A regression analysis using a parametric t-test for Pearson's correlation coefficient, Spearman's rho, crosstabulation, and chi-square was employed to analyze data for linearity between variables. Data on student motivation were collected using a 25-question SMQ-II questionnaire. Findings suggest stakeholders should implement software to enhance motivation and achievement. Recommendations for future research include studying instructional aids in engineering courses for enhanced student motivation and self-efficacy.