ENGINEERING STUDENTS’ PERCEPTION TOWARDS ENGINEERS AND ENGINEERING

WORKS

Researcher:
Kent Remar L. Cuñado
Queen Niña de los Reyes
Rechalyn Rose N. Namuag
Angelo Sancho
Josh Angelo J. Ynion

Mindanao State University at Naawan, Philippines

 ABSTRACT
Understanding how students place learning in relation to their future careers is a neglected area
of research. Educational institutions include the learning base upon which competence for a
professional engineering career is established. Working with engineering students, this study
aimed to expand current knowledge of students' perspectives on areas of expertise,
identification, self-efficacy, motivation, career preview, and both career goals and uncertainties.
The data, such as mean and percentage, were analyzed using pure descriptive analysis. The
result shows that 100% of engineers where trusted by there Ethical conduct. Fardermore, study
also shows that engineers effective communication is important, as a result 80% of theme said
yes, 10% are bot No and Maybe. In terms of management, engineers at this time are facing
crisis, project and fund delays?, so the study come up with a question on; Do they able to work
considering the circumstances. As a result result, 60% said Maybe, 40% said Yes. In the field of
engineering intelligence is important, the study aims to know about engineers fast thinking in
terms of solution to the problem, result shows over 70% said Yes and 30% said No. Engineers
need to have a company so that they can able to work on field, discussing the fund use to a
project, the study come up with a question on; Do low engineering companies are capable of
doing huge project? The result shows 70% said Maybe, 20% No, 10% Yes.The study enlisted
the support of a few students from the random school department. In order to address the
problem of this study, approved survey questionnaires were used, and they were distributed to
respondents via online. Engineers were most commonly defined by students using Personal
Attributes. Local students' interpretations of the distinctions between engineer characteristics
and their own qualities revealed startling differences. Engineering Application Capacity,
Knowledge and Skill Base, and Engineer Characteristics were all included.
 INTRODUCTION

The ability of students to plan their

future
lives and careers develops alongside
their
formation of identity and requires
future-
oriented thinking. Educators find that
students vary greatly in this respect,
with
some students having a diffuse identity
and
little notion of what the future might
hold
and others starting university with a
foreclosed (rigid) career identity that is
barred to scrutiny (Marcia, 1987).
These
factors undoubtedly influence
students’
abilities to negotiate the first year of
university study, and yet it would be
simplistic to assume that they
influence all
students in the same way or to the
same
extent.
The ability of students to plan their future lives and careers develops alongside their
formation of identity and requires future-oriented thinking. Educators find that students vary
greatly in this respect, with some students having a diffuse identity and little notion of what the
future might hold and others starting university with a foreclosed (rigid) career identity that is
barred to scrutiny (Marcia, 1987). These factors undoubtedly influence students’ abilities to
negotiate the first year of university study, and yet it would be simplistic to assume that they
influence all students in the same way or to the same extent.

First year students are known to

struggle
with the different learning contexts at
school and university. These different
schemas contribute to identity
uncertainty
(Schutz & Luckman, 1973),
particularly for
students who do not have a sense of
university life and the expectations of
study.
This “cultural capital” is more
established in
students from higher socio-economic
backgrounds, those who are not the
first in
their family to attend university, and
those
who attend university in a local or
familiar
setting: In other words, students “from
families and social environments
which
equipped them with the cultural capital
to
fit comfortably into the lifestyle and
expectations of the university”
(McInnis &
James, 1995, p. 108).
First year students are known to
struggle
with the different learning contexts at
school and university. These different
schemas contribute to identity
uncertainty
(Schutz & Luckman, 1973),
particularly for
students who do not have a sense of
university life and the expectations of
study.
This “cultural capital” is more
established in
students from higher socio-economic
backgrounds, those who are not the
first in
their family to attend university, and
those
who attend university in a local or
familiar
setting: In other words, students “from
families and social environments
which
equipped them with the cultural capital
to
fit comfortably into the lifestyle and
expectations of the university”
(McInnis &
James, 1995, p. 108).
 Engineering students are known to struggle with the different learning contexts at school
and university. These different schemas contribute to identity uncertainty (Schutz & Luckman,
1973), particularly for students who do not have a sense of university life and the expectations
of study. This “cultural capital” is more established in students from higher socio-economic
backgrounds, those who are not the first in their family to attend university, and those who
attend university in a local or familiar setting: In other words, students “from families and social
environments which equipped them with the cultural capital to fit comfortably into the lifestyle
and expectations of the university” (McInnis & James, 1995, p. 108).
He discipline of engineering has established strong and evidence-based research and
practice relating to the student and graduate experience, and yet attrition from Australian
bachelor-level engineering programs persists at around 35% and only 60% of engineering
graduates work in engineering-related roles (Godfrey & King, 2011; Trevelyan & Tilli, 2010).
Male and Bennett (2013) have suggested that these high attrition rates reflect students entering
engineering study without a sense of motivation and commitment, and without understanding
the realities of either their degree program or engineering work. In later empirical research, the
same authors (2015) found many engineering students to be pre-liminal in their thinking about
the sense of purpose of their studies. Adding weight to the previous research, students
demonstrated limited knowledge about the roles of engineers, doubts about career and course
choice, and concern because they believed their skills to be deficient. These factors aligned with
three engineering threshold concepts identified by Parkinson (2011).
 METHOD
The aim of this study was to classify and determine the Students' perceptions of
Engineers and Engineering Work using a quantitative research design and descriptive
interpretation. In order to solve the research issues quantitatively, sample survey questionnaires
were used in the study. The study's participants are a random sample of engineering students.
Percentage was used to determine and analyze engineering students' perceptions about
engineers and engineering works.

Table 1. Engineering student’s perceptions towards engineers

Chart Title
12

10

0
Ethical Conduct Effective Management Intellegence Company Status
Communication

Yes No Maybe
Table 2. Engineering student’s perceptions towards engineering works

Chart Title
12

10

0
Category 1

Creative Hardworking Fully Skilled Honest Determined