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Advisor(s)
Abstract(s)
The 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.
Description
Keywords
Students’ perceptions Satisfaction questionnaires Engineering courses Higher education
Citation
Publisher
Institute of Electrical and Electronics Engineers