Engineering Students’ Perceptions on the Pedagogical Practice of Teachers

This study surveyed Brazilian engineering (n = 252) students' perceptions of teaching and learning strategies most frequently used by teachers at a public institution in south Brazil. Responses were analyzed using descriptive statistics, coefficient Cronbach alpha reliability and Kruskal-Wallis ANOVA. These students identified that the most frequently used methodologies were teacher-centered. It also showed the importance of investigating students' perceptions to identify situations that can be used to modify teachers’ action in the classroom. Implications for faculty development and the need to include teaching strategies that allow students to have a greater participation in the learning process are discussed. 

This study surveyed Brazilian engineering (n = 252) students' perceptions of teaching and learning strategies most frequently used by teachers at a public institution in south Brazil. Responses were analyzed using descriptive statistics, coefficient Cronbach alpha reliability and Kruskal-Wallis ANOVA. These students identified that the most frequently used methodologies were teacher-centered. It also showed the importance of investigating students' perceptions to identify situations that can be used to modify teachers’ action in the classroom. Implications for faculty development and the need to include teaching strategies that allow students to have a greater participation in the learning process are discussed.