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 18 Mean differences and effect size categories comparing those enrolled/not enrolled in EGR 101, by sex

	Male	Female
N (T—Treatment; C—Comparison)	93T/62 C	75T/34 C
General engineering self-efficacy	0.16	0.01
Tinkering self-efficacy	0.29	0.33^M
Engineering design Self-efficacy	0.48^M	0.83^L
Engineering academic engagement	0.03	0.08
Teamwork skills	0.05	0

Positive values indicate greater treatment/EGR 101 scores compared 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)