Engineering Students’ Perceptions on the Pedagogical Practice of Teachers

Abstract

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