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 16 Mean differences and effect size categories comparing those enrolled/not enrolled in EGR 101, by race/ethnicity

	White, Caucasian	Asian, Pacific Islander	AABHL
N (T—Treatment; C—Comparison)	82 T/35 C	41T/29 C	35T/25 C
General engineering self-efficacy	0.05	− 0.04	− 0.03
Tinkering self-efficacy	0.28	0.46^M	0.37^M
Engineering design self-efficacy	0.71^L	0.81 ^L	0.53^M
Engineering academic engagement	0.11	0.11	− 0.25
Teamwork skills	− 0.30	0.48^M	0.20

Cell values indicate the difference between group/condition scores, where positive values indicate greater treatment/EGR 101 scores relative to comparison group 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)