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 7 Pre- and post-mean differences and effect size categories, by race/ethnicity

	White, Caucasian	Asian, Pacific Islander	AABHL	Multiracial, other
N	149	91	22	42
General Engineering Self-efficacy	0.35^M	0.25	0.11	0.44^M
Tinkering Self-efficacy	0.60^L	0.27	0.61^M	1.03^L
Engineering Design Self-efficacy	0.83^L	0.67^L	0.43^M	0.69^L
Engineering Academic Engagement	− 0.05	− 0.04	− 0.03	0.20
Teamwork Skills	0.64^L	0.38^M	0.64^L	0.55^L
Communication Skills	0.64^L	0.59^L	0.43^M	0.55^L
Leadership Skills	0.51^M	0.25	0.20	0.43^M

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)