Campus Units

Electrical and Computer Engineering

Document Type

Article

Publication Version

Submitted Manuscript

Publication Date

2021

Abstract

Contributions: This paper investigates the relations between undergraduate software architecture students’ self-confidence and their course expectations, cognitive levels, preferred learning methods, and critical thinking.

Background: these students, often, lack self-confidence in their ability to use their knowledge to design software architectures.

Intended Outcomes: Self-confidence is expected to be related to the students’ course expectations, cognitive levels, preferred learning methods, and critical thinking.

Application Design: We developed a questionnaire with open-ended questions to assess the self-confidence levels and related factors, which was taken by one-hundred ten students in two semesters. The students answers were coded and analyzed afterward.

Findings: We found that self-confidence is weakly associated with the students’ course expectations and critical thinking and independent from their cognitive levels and preferred learning methods. The results suggest that to improve the self-confidence of the students, the instructors should ensure that the students’ have "correct" course expectations and work on improving the students’ critical thinking capabilities.

Comments

This is a pre-print of the following paper: ben Othmane, Lotfi and Ameerah-Muhsina Jamil, "Self-Confidence of Undergraduate Students in Designing Software Architecture." (2021).

Copyright Owner

The Author(s)

Language

en

File Format

application/pdf

Share

COinS