A quantitative assessment of knowledge and perceptions of civil engineering

Priscilla Johnson, Purdue University

Abstract

There are growing concerns in the civil engineering community that misconceptions and a lack of knowledge about the profession are dissuading students from pursuing engineering careers. The purpose of this research is to discover if students understand what civil engineering is and if their knowledge and attitudes towards civil engineering change after they are introduced to the profession. This study compares knowledge and attitudes of research subjects according to variables such as gender, ethnicity, and parental education and occupation. An assessment of perceptions of civil engineering through a multistage survey included a pre-survey, a video treatment about the profession, and a post-survey designed to measure the effects of the treatment. The Civil Engineering Occupation Inventory (CEOI) was developed and used as the pre and post surveys to assess knowledge of and attitudes towards civil engineering. Four hundred twenty-one and 140 eighth grade students comprised the experimental and control groups, respectively. When surveyed, the respondents indicated their knowledge of the civil engineering profession was limited. After the video treatment, the experimental group significantly improved their knowledge of civil engineering. Results were similar for the control group, indicating a positive test-taking effect. Informing students of the profession does not enhance their interest or alter perceptions. Results do not support the assumption that an image problem exists among this sample population of students. To the contrary, the majority of students holds the engineering profession in high esteem and considers engineers to be hard-working and intelligent people. Moreover, results are contrary to the widely held belief that students do not like mathematics. Instead, students held positive attitudes towards mathematics on all assessments. The impact of demographic variables on knowledge and attitudes varied. Significantly more males than females expressed a desire to pursue engineering as a career before and after the video. Parental education and occupation are not significant factors in knowledge or attitudes towards engineering. Whereas, results indicate that ethnicity is a significant factor in knowledge about engineering, but not attitudes.

Degree

Ph.D.

Advisors

Wright, Purdue University.

Subject Area

Civil engineering|Vocational education

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