Browsing by Author "Petry, Clovis António"
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- Is Students’ Satisfaction in Electrical Engineering Courses Influenced by Gender?Publication . Leão, Celina P.; Soares, Filomena Baptista; Guedes, Anabela; Esteves, M. Teresa Sena; Alves, Gustavo R.; Pereira, Isabel M. Brás; Hausmann, Romeu; Petry, Clovis AntónioElectrical/Electronic Engineering courses are often regarded as male courses. In this paper it is presented a study conducted in two Portuguese and two Brazilian high education institutions (six courses) where the goal was to analyze if gender affects students’ perceptions and satisfaction regarding Electrical/Electronic Engineering courses. The analysis was based on 654 questionnaires rating 44 items (among the six groups: Teacher Involvement Perception, Student Interest, Student-Teacher interaction, Course organization and functioning, Infrastructures, and Overall satisfaction). The investigation was performed by year, from the first to the third year (1st cycle) and considering the six programs. Based on students’ perceptions, some items showed differences that were significant, namely the ones regarding how teachers and students interact and how teachers challenge students.
- Portuguese and Brazilian Students Perceptions Regarding the Flow of Knowledge in their Courses: Two Different Realities?Publication . Leão, Celina P.; Soares, Filomena; Guedes, Anabela; Esteves, M. Teresa Sena; Alves, Gustavo R.; Pereira, Isabel M. Brás; Hausmann, Romeu; Petry, Clovis AntónioThe present study reports findings on students’ perceptions in Electrical/Electronic Engineering courses from four higher education institutions: two Portuguese and two Brazilian. This study was based on a questionnaire previously validated that contains two main parts: student characterization and a list of forty-four items, divided in six groups (Teacher Involvement Perception, Student Interest, Student-Teacher Interaction, Course Organization and Functioning, Infrastructures and Overall Satisfaction). Students classified each item in accordance with their level of agreement (1, Strongly Disagree, to 5, Strongly Agree). The main goal of the research was to look for the evolution of a set of these items along the first three curricular years and assess similarities and differences among courses and higher education institutions considered. The set of items was chosen in a way to achieve a better understanding of how the flow of knowledge in these courses is perceived in apparently different realities. The results show that, in general, students do not understand the flow of knowledge along the first three years of study. Despite the differences observed among the four higher education institutions, those differences do not lead to different realities between the two countries.