Motivation of Informatics Engineering Students with Emphasis on Software Engineering: a Study in Latin-American Universities

Raquel Anaya Hernández | Bio
Corporación Universitaria Adventista
Marisa Cecilia Tumino | Bio
Universidad Adventista de La Plata
Jhon Fredy Niño Manrique | Bio
Corporación Universitaria Adventista
Juan Bournissen | Bio
Universidad Adventista de La Plata
Walter Hugo Arboleda Mazo | Bio
Corporación Universitaria Adventista

Abstract

The study of the motivation of the future software engineers is of the uttermost importance taking into account the high demand unsatisfied by these professionals and the responsibility of the academy of promoting for a significative and active learning-teaching process that achieves positively compromised students. The contemplated objectives were: a) identifying the aspects related in the motivation of informatics students with an emphasis in the software engineering area; b) ascertaining the reliability and validity of the elaborated instrument; c) identifying the motivation levels of the studied population. For achieving these objectives, a new instrument was designed and validated, a two-phase data analysis was also performed for obtaining a factors and subfactors structure that gives account of the motivational level. In the first phase of the analysis we obtained a four factor statistic model (performance attributes, relationship between students and teacher; performance of the teachers; physical and virtual resources) that explain the 71,5 % of variability. In the second phase of analysis the model for identifying the factors was refined and with that a high level of reliability was achieved. Regarding the performance attributes, we evidences a necessity for helping students to handle their own time; the pedagogic strategies display a high predictive power on the motivation of the students in the software engineering area. This article concludes that the factors and subfactors structures structures obtained with a high level of reliability served as a starting point for identifying improvement actions in the institutions responsible for the writing of the articles; the reliability and validity of this instrument profile it as a candidate for being applied in similar programs for other institutions. 

References

  1. [1] J. L. Contreras Véliz, J. Alanoca Gutiérrez, J. Salem Bar-Bar, J. . E. Quevedo Reyes, G. Garita, R. Sepúlveda Lima,, C. . M. Hinojosa Raza, H. . J. Duarte Pavón, A. . P. Chávez Cervantes, A. E. Estrada Quintero, D. Bernal, M. . E. García, A. Pow-Sang y L. González, «Educación Superior en América Latina: reflexiones y perspectivas en Informática,» José Lino Contreras Véliz, España, 2013.
  2. [2] T. C. Lethbridge, J. Diaz-Herrera, R. J. J. LeBlanc y J. B. Thompson, «Improving software practice through education: Challenges and future trends,» IEEE Xplore, 2007.
  3. [3] S. J. Martínez Marín, S. Arango Aramburo y J. Robledo Velásqiez, «El Crecimiento de la Industria del Software en Colombia: un Análisis Sistémico,» Revista EIA, nº 23, pp. 95 - 106, 2015.
  4. [4] J. Guimón y E. Paraskevopoulou, «Factors shaping the international knowledge connectivity of industrial clusters: a comparative study of two Latin American cases,» Entrepreneurship & Regional Development , vol. 29, nº 9-10, pp. 817 - 846, 2017.
  5. [5] M. C. Rodríguez, G. E. Dabos y A. G. Rivero, «Implementação de políticas de equilíbrio trabalho-vida em pequenas e médias empresas: um estudo de casos múltiplos na indústria de software» Estudios gerenciales, vol. 34, nº 147, pp. 172 - 189, 2018.
  6. [6] D. L. Fernández, P. A. Cavero, M. R. Sánchez y M. L. C. Fuente, «Motivación en estudiantes de ingeniería: Un caso de estudio con teorías e instrumentos para su medida y desarrollo» REDU: Revista de Docencia Universitaria, vol. 12, nº 4, pp. 343 - 376, 2014.
  7. [7] D. López-Fernández, P. P. Alarcón y E. Tovar, «Motivation in engineering education a framework supported by evaluation instruments and enhancement resources» 2015 IEEE Global Engineering Education Conference (EDUCON), pp. 421 - 430, 2015.
  8. [8] Z. Raud, V. Vodovozov, A. Aksjonov y E. Petlenkov, «Promotion of the students' success in higher engineering education» 2017 IEEE 58th International Scientific Conference on Power and Electrical Engineering of Riga Technical University (RTUCON), pp. 1 - 6, 2017.
  9. [9] P. K. Murphy y P. A. Alexander, «A Motivated Exploration of Motivation Terminology» Contemporary Educational Psychology, vol. 25, nº 1, pp. 3 - 53, 2000.
  10. [10] D. A. Bergin, M. E. Ford y R. D. Hess, «Patterns of Motivation and Social Behavior Associated With Microcomputer Use of Young Children» Journal of Educational Psychology, vol. 85, nº 3, pp. 437 - 445, 1993.
  11. [11] P. A. Whang y G. R. Hancock, «Motivation and Mathematics Achievement: Comparisons between Asian-American and Non-Asian Students» Contemporary Educational Psychology, vol. 19, nº 3, pp. 302 - 322, 1994.
  12. [12] P. R. Pintrich, «A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students» Educational Psychology Review, vol. 16, nº 4, pp. 385 - 407, 2004.
  13. [13] B. Álvarez Álvarez, C. González Mieres y N. García Rodríguez, «La motivación y los métodos de evaluación como variables fundamentales para estimular el aprendizaje autónomo» REDU: Revista de Docencia Universitaria, vol. 5, nº 2, pp. 1 - 13, 2007.
  14. [14] A. N. Leontʹev, «Problems of the development of the mind» p. 454, 1981.
  15. [15] Y. Engeström, «Expansive Learning at Work: Toward an Activity Theoretical Reconceptualization» Journal of Education and Work, vol. 14, nº 1, pp. 133 - 156, 2001.
  16. [16] R. Anaya, «Una Visión de la Enseñanza de la Ingeniería de Software como Apoyo al Mejoramiento de las Empresas de Software» Revista Universidad Eafit ISSN:0120-341X, vol. 42, nº 141, pp. 60 - 76, 2006.
  17. [17] R. Anaya y J. Trujillo, «Un Modelo de Enseñanza en el Contexto de la Ingeniería de Software» Memorias Del IXIII Congreso Iberoamericano de Educación Superior en Computación, Pontificia Universidad Javeriana, vol. 1, nº 1, pp. 120 - 132, 2005.
  18. [18] G. R. Knight, Educación para la Eternidad : Filosofía de la educación adventista, Ciudad de México, México: GEMA Editores, 2017, p. 156.
  19. [19] S. Beecham, N. Baddoo, H. Robinson y H. Sharp, «Motivation in Software Engineering: A systematic literature review» Information and Software Technology, vol. 50, nº 9-10, pp. 860 - 878, 2008.
  20. [20] T. Hall, H. Sharp, S. Beecham, N. Baddoo y H. Robinson, «What Do We Know about Developer Motivation?» IEEE Software, vol. 25, nº 4, pp. 92-94, 2008.
  21. [21] P. Mallery y D. George, SPSS/PC: Step by step: a simple guide and reference, Belmont, CA EEUU: Wadswoth Publishing Company, 1995.
  22. [22] F. Fong Silva, J. Chiquillo Rodelo y R. Pitre-Redondo, «Mathematical Model to Characterize the Association between Cognition and Motivation in Engineering Students» Contemporary Engineering Sciences, vol. 11, nº 49, pp. 2403-2412, 2018.
  23. [23] L. C. Benson, A. Kim y B. Morkos, «Work in progress: How differences in student motivation characterize differences between engineering disciplines» Proceedings - Frontiers in Education Conference, 2012.
  24. [24] L. J. Barker, C. McDowell y K. Kalahar, «Exploring factors that influence computer science introductory course students to persist in the major» SIGCSE'09 - Proceedings of the 40th ACM Technical Symposium on Computer Science Education, pp. 153 - 157, 2009.
  25. [25] M. D. C. Ramírez Donantes, J. E. Canto y Rodríguez, J. A. Bueno Álvarez y A. Echazarreta Moreno, «Validación Psicométrica del Motivated Strategies for Learning Questionnaire en Universitarios Mexicanos» Electronic Journal of Research in Educational Psychology, vol. 11, nº 1, pp. 193 - 214, 2013.
  26. [26] H. Granados López y F. A. Gallego López, «Motivación, Aprendizaje Autorregulado y Estrategias de Aprendizaje en Estudiantes de tres Universidades de Caldas y Risaralda» Revista Latinoamericana de Estudios Educativos, vol. 12, nº 1, pp. 71-90, 2016.
  27. [27] J. Stok y J. Harari, «Student motivations as predictors of high-level cognitions in project-based classrooms» Active Learning in Higher Education, vol. 15, nº 3, pp. 231 - 247, 2014.
  28. [28] G. S. Mason, T. R. Shuman y K. E. Cook, «Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course» IEEE Transactions on Education, vol. 56, nº 4, pp. 430 - 435, 2013.
  29. [29] T. H. C. Chian, «Analysis of learning behavior in a flipped programing classroom adopting problem-solving strategies» Interactive Learning Environments, vol. 25, nº 2, pp. 189 - 202, 2017.
  30. [30] A. J. Berre, S. Huang, H. Murad y H. Alibakhsh, «Teaching modelling for requirements engineering and model-driven software development courses» Computer Science Education, vol. 28, nº 1, pp. 42-64, 2018.
  31. [31] M. Nauman y M. Uzair, «SE and CS collaboration: Training students for engineering large, complex systems» In 20th Conference on Software Engineering Education & Training (CSEET'07), vol. IEEE, pp. 167 - 174, 2007.
  32. [32] C. Ghezzi y D. Mandrioli, «The challenges of software engineering education» In International Conference on Software Engineering, pp. 115 - 127, 2005.
  33. [33] M. Guzdial, «Balancing teaching CS efficiently with motivating students» Communications of the ACM, vol. 60, nº 6, pp. 10 - 11, 2017.
How to Cite
Anaya Hernández, R., Tumino, M. C., Niño Manrique, J. F., Bournissen, J., & Arboleda Mazo, W. H. (2019). Motivation of Informatics Engineering Students with Emphasis on Software Engineering: a Study in Latin-American Universities. Revista Ingenierías Universidad De Medellín, 19(36), 239-260. https://doi.org/10.22395/rium.v19n36a12

Downloads

Download data is not yet available.

Send mail to Author


Send Cancel

We are indexed in