Comparing first year engineering students’ math and verbal ACT scores and performance in introductory engineering and composition courses

Authors

Michelle E. Jarvie-Eggart, Michigan Technological UniversityFollow
Laura Fiss, Michigan Technological UniversityFollow
Karla Saari Kitalong, Michigan Technological UniversityFollow

Document Type

Conference Proceeding

Publication Date

7-24-2018

Department

Pavlis Honors College

Abstract

This work in progress paper attempts to uncover the links between incoming student ACT (math and reading/writing scores) and performance in first year engineering and compositions courses. Statistically significant differences were found, with incoming students possessing greater math than reading/writing abilities (as measured by ACT exams). However, average performance in first year composition and engineering classes displayed the opposite relationship.

Publisher's Statement

© 2018 American Society for Engineering Education. Publisher’s version of record: https://peer.asee.org/31389

Publication Title

2018 FYEE Conference

Recommended Citation

Jarvie-Eggart, M. E., Fiss, L., & Kitalong, K. S. (2018). Comparing first year engineering students’ math and verbal ACT scores and performance in introductory engineering and composition courses. 2018 FYEE Conference.
Retrieved from: https://digitalcommons.mtu.edu/michigantech-p/1009