Academic achievement and formal thought in engineering students

Autores
Vázquez, Stella Maris; Difabio, Hilda Emilia
Año de publicación
2009
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Introduction: Research on university-level academic performance has significantly linked failure and dropping out to formal reasoning deficiency. We have not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings ob-served in the classrooms. Thus, the main objective of this paper was exploring the relation between formal operational thought level and academic performance in the 1styear of the en-gineering course.Method. The study was carried out on a sample of 709 first year engineering students from two cohorts of students attending one of four engineering courses during 2006 and 2007 at an Argentine university. Assessment was taken using Tobin and Capie’s (1981) Test of Logical Thinking (TOLT). Data about demographic characteristics and achievement test scores was also collected. Results: Significant relations were observed between formal thought level and student marks in entrance exams, in the partial algebra, calculus, physics and chemistry exams and in the final chemistry exam. Conclusion: This research may be useful as a guide for diagnosis and intervention design, since they point to probabilistic and correlational reasoning as the most difficult skills to de-velop. As the results tend to converge with those of research carried out in other countries, it seems also that the TOLT may be useful in transcultural exploration.
Introducción: La investigación acerca del desempeño en la Universidad relaciona el fracaso y la deserción con las deficiencias en el razonamiento formal. No hemos hallado trabajos sobre el tema, referidos a población argentina, a pesar de las limitaciones observadas en este aspecto. De allí que el objetivo principal de este trabajo sea la presentación de las relaciones halladas entre la operatividad formal y el nivel de desempeño académico en 1er. Año de Ingeniería. Método: El estudio se hizo con una muestra de 709 estudiantes que cursaban alguna de las cuatro especialidades de Ingeniería en una Universidad argentina. Se aplicó el test de pensamiento lógico-formal (TOLT) de Tobin y Capie. También se recogieron datos sobre características demográficas y rendimiento académico. Resultados: Se observaron relaciones estadísticamente significativas entre el nivel de pensamiento formal y las calificaciones en el examen de admisión, en los exámenes de Álgebra, Análisis Matemático, Física y Química Conclusión: Los resultados muestran que el razonamiento probabilístico y correlacional son los menos logrados por los estudiantes de 1er. Año. Los mismos fueron utilizados para el diagnóstico y el diseño de intervención en las actividades tutoriales de la Universidad. La convergencia de estos resultados con los de investigaciones en otros países, muestran que el TOLT puede ser un instrumento válido en la investigación transcultural.
Fil: Vázquez, Stella Maris. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Difabio, Hilda Emilia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Materia
Logical Thinking
Academic achievement
Engineering education
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/251052

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spelling Academic achievement and formal thought in engineering studentsVázquez, Stella MarisDifabio, Hilda EmiliaLogical ThinkingAcademic achievementEngineering educationhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Introduction: Research on university-level academic performance has significantly linked failure and dropping out to formal reasoning deficiency. We have not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings ob-served in the classrooms. Thus, the main objective of this paper was exploring the relation between formal operational thought level and academic performance in the 1styear of the en-gineering course.Method. The study was carried out on a sample of 709 first year engineering students from two cohorts of students attending one of four engineering courses during 2006 and 2007 at an Argentine university. Assessment was taken using Tobin and Capie’s (1981) Test of Logical Thinking (TOLT). Data about demographic characteristics and achievement test scores was also collected. Results: Significant relations were observed between formal thought level and student marks in entrance exams, in the partial algebra, calculus, physics and chemistry exams and in the final chemistry exam. Conclusion: This research may be useful as a guide for diagnosis and intervention design, since they point to probabilistic and correlational reasoning as the most difficult skills to de-velop. As the results tend to converge with those of research carried out in other countries, it seems also that the TOLT may be useful in transcultural exploration.Introducción: La investigación acerca del desempeño en la Universidad relaciona el fracaso y la deserción con las deficiencias en el razonamiento formal. No hemos hallado trabajos sobre el tema, referidos a población argentina, a pesar de las limitaciones observadas en este aspecto. De allí que el objetivo principal de este trabajo sea la presentación de las relaciones halladas entre la operatividad formal y el nivel de desempeño académico en 1er. Año de Ingeniería. Método: El estudio se hizo con una muestra de 709 estudiantes que cursaban alguna de las cuatro especialidades de Ingeniería en una Universidad argentina. Se aplicó el test de pensamiento lógico-formal (TOLT) de Tobin y Capie. También se recogieron datos sobre características demográficas y rendimiento académico. Resultados: Se observaron relaciones estadísticamente significativas entre el nivel de pensamiento formal y las calificaciones en el examen de admisión, en los exámenes de Álgebra, Análisis Matemático, Física y Química Conclusión: Los resultados muestran que el razonamiento probabilístico y correlacional son los menos logrados por los estudiantes de 1er. Año. Los mismos fueron utilizados para el diagnóstico y el diseño de intervención en las actividades tutoriales de la Universidad. La convergencia de estos resultados con los de investigaciones en otros países, muestran que el TOLT puede ser un instrumento válido en la investigación transcultural.Fil: Vázquez, Stella Maris. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Difabio, Hilda Emilia. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaUniversidad de Almería2009-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/251052Vázquez, Stella Maris; Difabio, Hilda Emilia; Academic achievement and formal thought in engineering students; Universidad de Almería; Electronic Journal of Research in Education Psychology; 7; 18; 12-2009; 653-6721696-2095CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/https://ojs.ual.es/ojs/index.php/EJREP/article/view/1325info:eu-repo/semantics/altIdentifier/doi/10.25115/ejrep.v7i18.1325info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-03T09:48:36Zoai:ri.conicet.gov.ar:11336/251052instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-03 09:48:36.76CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Academic achievement and formal thought in engineering students
title Academic achievement and formal thought in engineering students
spellingShingle Academic achievement and formal thought in engineering students
Vázquez, Stella Maris
Logical Thinking
Academic achievement
Engineering education
title_short Academic achievement and formal thought in engineering students
title_full Academic achievement and formal thought in engineering students
title_fullStr Academic achievement and formal thought in engineering students
title_full_unstemmed Academic achievement and formal thought in engineering students
title_sort Academic achievement and formal thought in engineering students
dc.creator.none.fl_str_mv Vázquez, Stella Maris
Difabio, Hilda Emilia
author Vázquez, Stella Maris
author_facet Vázquez, Stella Maris
Difabio, Hilda Emilia
author_role author
author2 Difabio, Hilda Emilia
author2_role author
dc.subject.none.fl_str_mv Logical Thinking
Academic achievement
Engineering education
topic Logical Thinking
Academic achievement
Engineering education
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Introduction: Research on university-level academic performance has significantly linked failure and dropping out to formal reasoning deficiency. We have not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings ob-served in the classrooms. Thus, the main objective of this paper was exploring the relation between formal operational thought level and academic performance in the 1styear of the en-gineering course.Method. The study was carried out on a sample of 709 first year engineering students from two cohorts of students attending one of four engineering courses during 2006 and 2007 at an Argentine university. Assessment was taken using Tobin and Capie’s (1981) Test of Logical Thinking (TOLT). Data about demographic characteristics and achievement test scores was also collected. Results: Significant relations were observed between formal thought level and student marks in entrance exams, in the partial algebra, calculus, physics and chemistry exams and in the final chemistry exam. Conclusion: This research may be useful as a guide for diagnosis and intervention design, since they point to probabilistic and correlational reasoning as the most difficult skills to de-velop. As the results tend to converge with those of research carried out in other countries, it seems also that the TOLT may be useful in transcultural exploration.
Introducción: La investigación acerca del desempeño en la Universidad relaciona el fracaso y la deserción con las deficiencias en el razonamiento formal. No hemos hallado trabajos sobre el tema, referidos a población argentina, a pesar de las limitaciones observadas en este aspecto. De allí que el objetivo principal de este trabajo sea la presentación de las relaciones halladas entre la operatividad formal y el nivel de desempeño académico en 1er. Año de Ingeniería. Método: El estudio se hizo con una muestra de 709 estudiantes que cursaban alguna de las cuatro especialidades de Ingeniería en una Universidad argentina. Se aplicó el test de pensamiento lógico-formal (TOLT) de Tobin y Capie. También se recogieron datos sobre características demográficas y rendimiento académico. Resultados: Se observaron relaciones estadísticamente significativas entre el nivel de pensamiento formal y las calificaciones en el examen de admisión, en los exámenes de Álgebra, Análisis Matemático, Física y Química Conclusión: Los resultados muestran que el razonamiento probabilístico y correlacional son los menos logrados por los estudiantes de 1er. Año. Los mismos fueron utilizados para el diagnóstico y el diseño de intervención en las actividades tutoriales de la Universidad. La convergencia de estos resultados con los de investigaciones en otros países, muestran que el TOLT puede ser un instrumento válido en la investigación transcultural.
Fil: Vázquez, Stella Maris. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
Fil: Difabio, Hilda Emilia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina
description Introduction: Research on university-level academic performance has significantly linked failure and dropping out to formal reasoning deficiency. We have not found any papers on formal thought in Argentine university students, in spite of the obvious shortcomings ob-served in the classrooms. Thus, the main objective of this paper was exploring the relation between formal operational thought level and academic performance in the 1styear of the en-gineering course.Method. The study was carried out on a sample of 709 first year engineering students from two cohorts of students attending one of four engineering courses during 2006 and 2007 at an Argentine university. Assessment was taken using Tobin and Capie’s (1981) Test of Logical Thinking (TOLT). Data about demographic characteristics and achievement test scores was also collected. Results: Significant relations were observed between formal thought level and student marks in entrance exams, in the partial algebra, calculus, physics and chemistry exams and in the final chemistry exam. Conclusion: This research may be useful as a guide for diagnosis and intervention design, since they point to probabilistic and correlational reasoning as the most difficult skills to de-velop. As the results tend to converge with those of research carried out in other countries, it seems also that the TOLT may be useful in transcultural exploration.
publishDate 2009
dc.date.none.fl_str_mv 2009-12
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/251052
Vázquez, Stella Maris; Difabio, Hilda Emilia; Academic achievement and formal thought in engineering students; Universidad de Almería; Electronic Journal of Research in Education Psychology; 7; 18; 12-2009; 653-672
1696-2095
CONICET Digital
CONICET
url http://hdl.handle.net/11336/251052
identifier_str_mv Vázquez, Stella Maris; Difabio, Hilda Emilia; Academic achievement and formal thought in engineering students; Universidad de Almería; Electronic Journal of Research in Education Psychology; 7; 18; 12-2009; 653-672
1696-2095
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/https://ojs.ual.es/ojs/index.php/EJREP/article/view/1325
info:eu-repo/semantics/altIdentifier/doi/10.25115/ejrep.v7i18.1325
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universidad de Almería
publisher.none.fl_str_mv Universidad de Almería
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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