Outcomes of Students' Participation in University Based Courses
Faculty of Education and Arts
School of Education
This research measured qualitative and quantitative outcomes for students involved in a university based Engineering course of study. Ten Year 11 students studied with third year design and technology teacher trainees who engaged in the course through planning and content delivery, and worked with the students on a robotics design project. The research documented the procedures followed in the project, and the qualitative and quantitative outcomes for students from both the high school and the university. The hypothesis which underpins this research is that this project is advantageous to both high school students in terms of: • the development of their engineering knowledge, • achievement of outcomes, and • career awareness; and university students in terms of • preparation and delivery of theoretical knowledge, • curriculum understanding, • student management, and • pedagogical technique development. The research questions that were considered in the project were: a. What are the advantages to high school students of participating in a university based course? b. What are the advantages to teacher trainees of working with high school students in the delivery of a unit of study? c. What are the impediments to the provision of integrated educational activity between a university and high school? The following methods were used to collect the data: • University student focus group. • High school student focus group. • Student records. • Pre and post treatment surveys The following data was collected: • High school student levels of achievement before and after treatment. • University and high school studens’ evaluations before and after the treatment. • University students unit grades and course averages.