How Do Different Reflection Prompts Affect Engineering Students’ Academic Performance and Engagement?

Menekse, Muhsin; Anwar, Saira; Akdemir, Zeynep Gonca

doi:10.1080/00220973.2020.1786346

Cited by 32Reflective Practices in EducationStudent Assessment and FeedbackInnovative Teaching and Learning Methods

How Do Different Reflection Prompts Affect Engineering Students’ Academic Performance and Engagement?

Menekse, Muhsin, Anwar, Saira, Akdemir, Zeynep Gonca·2022·The Journal of Experimental Education

DOI 10.1080/00220973.2020.1786346

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Abstract

This study explored the relative effectiveness of generic versus specific reflection prompts on engineering students’ academic performance and engagement with four scales (i.e., behavioral, emotional, social, cognitive). The sample consisted of 208 engineering students in two sections of a required first-year engineering course. By using a quasi-experimental research design in classroom settings, students in the specific and generic reflection prompt conditions were compared based on exams, project scores, and problem sets. Additionally, the role of reflection prompts in students’ behavioral, emotional, social, and cognitive engagements was investigated across conditions by using pre- and post-surveys administered at the beginning and end of the semester. Students in both conditions were asked to submit a total of 52 reflections during an academic semester. Results showed that students in the specific prompts condition performed significantly better on exams, total project score, and two problem sets than students in the generic prompts condition. In terms of engagement, results showed there was a significant decrease in behavioral, emotional, and cognitive scales for both conditions. On the other hand, for the social scale, while there was a decrease for students in generic prompts condition, there was an increase for the ones in specific prompts condition.

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Authors: Menekse, M., Anwar, S., & Akdemir, Z. G.
Affiliations: Purdue University, West Lafayette, IN, USA
Purdue University West Lafayette (US)
ORCID: Menekse, Muhsin
Anwar, Saira
Akdemir, Zeynep Gonca
Venue: The Journal of Experimental Education
Publisher: Informa UK Limited
Published: 2020-07-13
Volume: 90
Issue: 2
Pages: 261-279
ISSN: 0022-0973 (ISSN-L)
1940-0683
DOI: 10.1080/00220973.2020.1786346
OpenAlex: W3042284248
Cited by: 32
References: 78
Citations by year: 2026: 6 · 2025: 8 · 2024: 11 · 2023: 3 · 2022: 3 · 2021: 1
FWCI: 2.65
Type: journal article
Language: en
Open access: closed
Locations: The Journal of Experimental Education (publishedVersion)
Topics: Social Sciences › Education › Reflective Practices in Education
Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords: reflection prompts, engineering students, academic performance, student engagement, behavioral engagement, emotional engagement, social engagement, cognitive engagement, first-year engineering courses, reflective writing

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How Do Different Reflection Prompts Affect Engineering Students’ Academic Performance and Engagement?

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