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http://dx.doi.org/10.14697/jkase.2017.37.1.0113

The Relationship of Engineering Education Accreditation Program, Gender, and Academic Year with Attitude towards Convergence among Engineering Students: Application of Latent Class Analysis  

Lee, Jun-Ki (Chonbuk National University)
Shin, Sein (Chonbuk National University)
Rachmatullah, Arif (Kangwon National University)
Ha, Minsu (Kangwon National University)
Publication Information
Journal of The Korean Association For Science Education / v.37, no.1, 2017 , pp. 113-123 More about this Journal
Abstract
The purpose of this study is to investigate engineering students' attitude toward convergence and relevance with engineering education accreditation, gender, and academic year and attitude toward convergence. To be specific, fist, we examined whether the instrument for measuring attitudes toward convergence were reliable and valid for engineering students. Second, we compared levels of attitudes toward convergence in terms of engineering education accreditation, gender and academic year. Third, latent classes, which were distinguished in terms of attitudes toward convergence, were identified. Participants were 2076 engineering students. By using factor analysis and Rasch analysis, validity and reliability of instrument measuring attitudes toward convergence were confirmed. The differences in attitude toward convergence in terms of engineering education accreditation experience, gender, and academic year were examined by independent t-test and ANOVA. There were significant differences in attitude towards convergence in terms of engineering education accreditation, gender, and academic year. Students who experience engineering education accreditation program and male and high academic year have higher levels of attitude toward convergence than others. Lastly latent class analysis (LCA) was conducted to identify subgroups underlying engineering students in terms of attitude toward convergence and five latent classes were identified. In addition, the chi-square results showed that there were significant relationships between identified latent classes and engineering education accreditation, gender, and academic year. Based on these results, engineering education considering students' characteristics and diversity in attitude toward convergence were discussed.
Keywords
Engineering Students; Attitude Toward Convergence; Latent class analysis (LCA); Engineering Education-Accreditation Program; Gender; Academic year;
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