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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/251052
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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 |
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https://creativecommons.org/licenses/by-nc-nd/2.5/ar/ |
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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 |
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CONICET Digital (CONICET) |
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CONICET Digital (CONICET) |
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Consejo Nacional de Investigaciones Científicas y Técnicas |
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CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas |
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dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar |
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13.13397 |