How student gender, SAT score, and interest in science relates to performance in introductory engineering technology coursework

This pilot study explores the relationship between engineering technology students' performance in their first engineering class and their SAT score, interest in science, and gender. This study is based upon data collected from an introductory electric circuits theory class in fall of 2013. The students' SAT scores (both composite and math and verbal as separate items) were obtained and their interest in science was measured by their selection of high school science electives beyond what was required for graduation — both Living Environment and Earth Science are high school courses that typically fulfill the NYS Regents requirements. It is particularly interesting to note whether the students took Physics and/ or Chemistry in high school. The two dominant factors discovered in this study indicate that students' SAT scores, particularly SAT Math, along with their performance in optional extra science classes, namely, Physics and Chemistry, explained approximately 80% of the variance of the engineering and technology students' grades in their introductory course. The broader impact of this study for the engineering education community is to help gain a better understanding of factors in high school preparation or background that may affect their performance as freshmen in the engineering technology curriculum. The results of this study may be used to assist enrollment management, recruitment, and course scheduling at the college level. These results may also be used by high school counselors to advise students interested in pursuing engineering and technology careers. This study will inform efforts to improve retention in engineering technology majors.