The Effect of ‘Why’ Statement on Decreasing the Resistance in Engineering Education

Main Article Content

Khaled Daqrouq
Abdulhameed Alkhateeb
Ahmed Balamesh
Mohammed Naser Ajour
Lutfi Aladar
Abdelsalam Alghamdi


The presented paper investigated focusing on 'why' statement in engineering education. For studying the effect of utilizing ‘why’ statement in teaching comparing with other statements such as ‘what’, ‘how’ and determination (state), five aspects were investigated to spot the light on the influence of the ‘why’ statement in teaching over several angles. So, passing, captivating the attention, review the taught idea, motivation and concluding the taught idea were used for testing the hypothesis. Five questionnaires were used for these aspects. Two manners of the statements’ order in the questionnaires were used. The first manner, the ‘why’ statement is always the first, but in the second manner can have any order. The results showed the high effect of ‘why’ and ‘what’ statements in persuasion the students studying the engineering subjects. The second manner had a better effect on enhancing the results of 'why' statement.

Engineering education, motivation, students relationship, students learning.

Article Details

How to Cite
Daqrouq, K., Alkhateeb, A., Balamesh, A., Ajour, M. N., Aladar, L., & Alghamdi, A. (2019). The Effect of ‘Why’ Statement on Decreasing the Resistance in Engineering Education. Asian Journal of Education and Social Studies, 5(4), 1-7.
Original Research Article


Daqrouq K, Ajour MN. Current Journal of Applied Science and Technology. 2019; 32(1).

Cialdini R. Influence: The psychology of persuasion, influence: The psychology of persuasion. Published, 26th 2006 by Harper Business; 1984.
[ISBN 006124189X]
[ISBN13: 9780061241895]

Dan Ariely. Predictably Irrational, Revised and Expanded Edition: The Hidden Forces That Shape Our Decisions Paperback– April 27, New York, Times bestseller; 2010.

Cialdini RB. Full cycle social psychology, Applied Social Psychology Annual, ed. L. Beckman. Beverly Hills, Calif.: Sage. 1980;1.

Ascani K. Test of a concession procedure for inducing verbal, behavioral and further compliance with a request to give blood. Journal of Applied Psychology. 1976;61: 295–300.

Cialdini RB, Reno RR, Kallgren CA. A focus theory of normative conduct: Recycling the concept of norms to reduce littering in public places. Journal of Personality and Social Psychology. 1990; 58:1015–26.

Cialdini RB, et al. Basking in reflected glory: Three (Football) field studies. Journal of Personality and Social Psychology. Robert B. 1976;34 366–75.

Cialdini Ph.D / 227 Cialdini RB et al. The Low-Ball Procedure for Producing Compliance: Commitment, Then Cost. Journal of Personality and Social Psychology. 1978;36:463–76.

Cialdini RB, et al. Reciprocal concessions procedure for inducing compliance: The door-in-the-face technique. Journal of Personality and Social Psychology. 1975; 31:206–15.

Tileston DW. What every teacher should know about effective teaching strategies. Hawker Brownlow Education; 2007.

Burden PR, Byrd DM. Methods for effective teaching meeting the needs of all students. 5th edition, Pearson education Inc; 2011.

Baruch Y. Response rate in academic studies – A comparative analysis. Human Relations. 1999;52(4):421–438.

Basit TN. Conducting research in educational contexts. London: Continuum. 2004. Social Research Methods. Oxford: Oxford University Press; 2010.

Burton D. Questionnaire design. In Research Training for Social Scientists: A Handbook for Postgraduate Researchers, edited by D. Burton. London: Sage. 2000; 335–346.
DOI: 10.4135/9780857028051.