@conference{nokey,

title = {Evaluating the Impact of Experiment-Centric Pedagogy on Civil Engineering Undergraduates’ Motivation},

author = {Abiodun, P. O., & Owolabi,, O. A., & Efe, S., & Shokouhian, M., & Aladeokin, O., & Olude, A. I., & Bazyar Shourabi, N., & Ikiriko, S., & Bista, K., & Gaulee, U., & Efe, F., & Rahman, M. M., & Abedoh, H., & Ladeji-Osias, J. K.},

editor = {2023 ASEE Annual Conference & Exposition, Committee on Effective Teaching Presents: Evaluation, Assessment, & Performance},

url = {https://peer.asee.org/43440},

doi = {10.18260/1-2--43440},

year  = {2023},

date = {2023-06-25},

pages = {19},

abstract = {Motivation is a strong factor in effective learning, and it has an impact on learning outcomes. Students' motivation can make or break their ability to grasp abstract courses which predominate courses taught in Civil Engineering. Students that are more motivated to study, stick with it longer, and put in more effort to perform better in class, hands-on experiments, and standardised tests. This study is designed to answer the following questions: (i) Is there a significant difference between the motivation of Civil Engineering undergraduates pre and post implementation of experiment-centric pedagogy? (ii) Is there a significant difference between Civil Engineering undergraduates’ motivation pre and post implementation of experiment-centric pedagogy based on gender? and (iii) Is there any significant association between socio-demographic characteristics of Civil Engineering undergraduates and their motivation? Motivation constructs considered in the present study include intrinsic goal orientation, task value, expectancy component, test anxiety, critical thinking, and metacognition. Undergraduates’ responses shall be collected using 7-point Likert-scales, and statistical analyses done using Statistical Package for Social Scientists (SPSS 25.0) at a statistical significance set at 0.05.},

keywords = {Diversity},

pubstate = {published},

tppubtype = {conference}

}