Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity

International Journal of STEM Education

Table 13 Pre- and post-mean differences and effect size categories, by race/ethnicity and gender

	White, Cauc. female	White, Cauc. male	API female	API male	AABHL female	AABHL male	Multiracial, Other female	Multiracial, Other male
N	64	89	34	59	9	14	21	21
General engineering self-efficacy	0.46^M	0.27^M	0.36^M	0.18	0.35^M	− 0.06	0.71^L	0.17
Tinkering self-efficacy	0.62^L	0.58 ^L	0.45^M	0.16	0.91^L	0.40	1.01^L	1.05^L
Engineering design self-efficacy	0.88^L	0.79^L	0.96^L	0.50^M	0.98^L	0.04	0.66^L	0.73^M
Engineering acad. engagement	− 0.18	0.04	− 0.05	− 0.04	0.44^M	− 0.37	0.27^M	0.12
Teamwork skills	0.57^L	0.70 ^L	0.49^M	0.31^M	0.83 ^L	0.52^L	0.55 ^L	0.56^M
Communic. skills	0.55^L	0.70 ^L	0.82 ^L	0.46^M	0.48^M	0.40^L	0.38^M	0.72^L
Leadership skills	0.43^M	0.56^L	0.43^M	0.15	0.03	0.30^M	0.12	0.74^L

Cell values indicate the difference between pre- and post-scores, where positive values indicate greater post-scores relative to pre-scores. Cohen’s d effect sizes are noted as ^L for large effect size (> 0.60) and ^M for medium effect size (0.30–0.60)