Examining the Influence of Engineering Students' Course Grades on Major Choice and Major Switching Behavior

摘要

The need for science and engineering workers has raised concerns regarding the persistence of undergraduate students in engineering. Since academic institutions ordinarily provide students with feedback on course performance through grades, understanding the role of course grades in influencing student major choice and major switching behavior is critical. This research identifies factors associated with switching majors within engineering, as well as examines how students' expectations regarding future grades may influence major choice. The data include individual-level demographic characteristics and detailed transcript records from 27,065 students in the Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD). Logit regression analysis on the likelihood of switching majors indicate that students who initially declare industrial or mechanical engineering are less likely than those who declare electrical to switch majors. Scores on the Scholastic Aptitude Tests (SATs), as well as introductory course grades in Calculus and Physics are associated with the likelihood of changing majors. Findings from the propensity score analysis show that students with higher grade point averages in introductory courses are more likely to stay in their intended engineering major if they expect to receive relatively higher grades in their intended major's upper-division courses. Research findings have broad implications for academic institutions and how grading distributions and practices may be associated with students' switching behavior and major choice in engineering.