Academic Success and Retention Pathway for Mechanical Engineering Major
Document Type
Other
Publication Date
6-25-2023
Abstract
Evaluating student success in higher education relies heavily on Grade Point Average (GPA), a measure determined by faculty through formative and summative assessments. Faculty determine these grades throughout the student's academic career. Society often equates higher grades with greater intelligence and engagement, assuming students work independently. Grades are also a means to measure or quantify learning and intellectual progress during students' academic careers. However, when students resort to unsanctioned online resources (UORs) using applications like Chegg, Course Hero, and Slader, the student may obtain good grades, but understanding and learning are grossly sacrificed. This study investigates the performance of 100 engineering students in the gateway course of Mechanical Engineering, specifically Engineering Mechanics-Dynamics. Dynamics is a gateway course in the undergraduate Mechanical Engineering program. Failure to demonstrate proficiency in the basic principles of Dynamics may lead to academic delays and program dropout, with a high attrition rate. The study collected data for three academic semesters using four assessment methods: online homework assessments, in-class proctored tests, an adaptive intelligent engine assessment platform, and in-class proctored final exams. Students can take homework assignments using both platforms from the comfort of their homes. While solutions from UORs were readily available for homework assignments, access to solutions for the adaptive intelligent engine platform was only possible through contract cheating. The analysis of the results through cluster analysis indicates that 29% of the students excelled in all four assessment methods, while 30% performed poorly in all four assessment platforms. The puzzling results are from the remaining 41% of the students who excelled on out-of-class assessments but failed their in-class proctored tests and examinations. The study concludes that cheating and academic dishonesty have negative implications, leading to academic failure, poorly performing students and graduates, and a retrogressing society.
Recommended Citation
Akangah, Paul; Ivuawuogu, Henry; Morawo, Adeola; and Ofori-Boadu, Andrea Nana, "Academic Success and Retention Pathway for Mechanical Engineering Major" (2023). Faculty Publications. 203.
https://digital.library.ncat.edu/facpub/203