A Longitudinal Study of Engineering Student Performance and Retention: I. Success and Failure in the Introductory Course

Richard M. Felder; Krista D. Forrest; Lynne Baker‐Ward; E. Jacquelin Dietz; Phyllis H. Mohr

doi:10.1002/j.2168-9830.1993.tb00067.x

A Longitudinal Study of Engineering Student Performance and Retention: I. Success and Failure in the Introductory Course

Richard M. Felder, Krista D. Forrest, Lynne Baker‐Ward, E. Jacquelin Dietz, Phyllis H. Mohr

Research output: Contribution to journal › Article › peer-review

107 Scopus citations

Abstract

A profile of 124 students enrolled in an introductory chemical engineering course has been assembled. The information collected includes data on family and educational backgrounds, profiles on the Myers‐Briggs Type Indicator and the Learning and Study Strategies Inventory, and responses to a questionnaire regarding attitudes and expectations. Student performance in the introductory course was correlated with the assessment data. The results suggest several significant predictors of success or failure in the introductory course, and by extension, in the chemical engineering curriculum. 1993 American Society for Engineering Education

Original language	English (US)
Pages (from-to)	15-21
Number of pages	7
Journal	Journal of Engineering Education
Volume	82
Issue number	1
DOIs	https://doi.org/10.1002/j.2168-9830.1993.tb00067.x
State	Published - Jan 1993
Externally published	Yes

ASJC Scopus subject areas

Education
General Engineering

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10.1002/j.2168-9830.1993.tb00067.x

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A Longitudinal Study of Engineering Student Performance and Retention: I. Success and Failure in the Introductory Course

Abstract

ASJC Scopus subject areas

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