Achieving What Gets Measured: Responsive and Reflective Learning Approaches and Strategies of First-Year Engineering Students
| dc.contributor.author | Van Tyne, Natalie Christine Trehubets | en |
| dc.contributor.committeechair | McNair, Elizabeth D. | en |
| dc.contributor.committeemember | Mccord, Rachel | en |
| dc.contributor.committeemember | Soledad, Michelle Millete | en |
| dc.contributor.committeemember | Knight, David B. | en |
| dc.contributor.department | Engineering Education | en |
| dc.date.accessioned | 2022-02-24T19:00:42Z | en |
| dc.date.available | 2022-02-24T19:00:42Z | en |
| dc.date.issued | 2022-02-24 | en |
| dc.description.abstract | Background: Engineering students who achieve academic success during their first year may later disengage from challenging course material in their upper-level courses, due to perceived differences between their expectations and values and those of their degree programs. In the extreme, academic disengagement can lead to attrition. Purpose: The purpose of this study is to better understand the learning approaches and strategies used by first-year engineering students. Research questions were as follows: How do first-year engineering students describe their learning approaches and strategies? How do first-year engineering students customize their learning strategies among their courses? How do first-year engineering students employ reflection as part of their learning strategies? Design/Method: I employed both qualitative and quantitative methods to collect and analyze data, using an explanatory design approach consisting of two surveys and a set of semi-structured interviews between survey administrations. The interview data from a purposive sample of survey participants were coded using a priori, pattern and comparative coding. The survey data were analyzed for medians and interquartile ranges in order to identify trends in reflective learning strategies among courses. Results: One notable finding was the fact that many interviewees stated that their overall purpose for studying was to achieve high grades by preparing for tests (a surface-level approach), and yet the learning strategies that they used reflected a deeper engagement with their course material than one would expect from students whose singular focus was on grades. Certain strategies were similar for both technical and non-technical courses, while others were dissimilar. There are also ways to combine the surface and deep learning strategies sequentially. They need not be mutually exclusive. Conclusions: The results of this study will provide educators with a starting point for the development of guided practice in meaningful learning strategies to encourage a greater engagement with learning. Both educators and administrators should be amenable to measures that would improve their students' chances for success, by providing guidance in how to learn as well as what to learn. Several recommendations are given for future studies, such as the relationships among reflection, metacognition, and critical thinking, and the integration of meaningful learning strategies into technically overloaded engineering degree curricula. | en |
| dc.description.abstractgeneral | I chose to study the learning approaches and strategies of first-year engineering students. The term "learning strategies" refers to study habits, but learning strategies also involve choices about how to study based on goals, motivation, and available resources. My results will provide professors and instructors with insights that they can use to help their students learn more effectively and find deeper meaning in their course material, by guiding them in how to learn as well as what to learn. Knowing how to learn is a lifelong skill. First-year engineering students have a special need to know how to learn in order to be better prepared for a more challenging workload in their upper level engineering courses. Prior studies have shown that students most often leave an engineering program during their first or second year due to inadequate academic preparation in prior years. If we are to help engineering these students to improve their learning approaches and strategies, we first need to know what approaches and strategies they currently use. My data came from two surveys that were given at the end of each of two introductory engineering courses to a group of approximately 1,200 students, and from interviews with fifteen students who had also completed the surveys. I was trying to learn more about how these students customized their learning strategies among their courses, and how they used reflection to discover the meaning behind what they are learning. One of the most interesting findings was the fact that many interviewees stated that their overall purpose for studying was to achieve high grades by preparing for tests (a surface-level approach), and yet the learning strategies that they used reflected a deeper engagement with their course material than one would expect from students whose only focus was on grades. This combination of different learning approaches was more common in engineering, science and mathematics courses than in humanities or social science courses. This dissertation also contains a three-part class assignment, given at the beginning, middle, and end of a first-year engineering course, in which students reflect on their progress in learning one or more skills that they had identified at the beginning of the course. Implications arising from my study are directed at researchers, administrators, faculty, and students, respectively, as well as opportunities for further work in this aspect of higher education. Opportunities for further studies include the relationship between reflection and critical thinking, and methods for incorporating guided practice in learning strategies into engineering degree programs that currently contain too much technical content. | en |
| dc.description.degree | Doctor of Philosophy | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:33834 | en |
| dc.identifier.uri | http://hdl.handle.net/10919/108854 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | Creative Commons Attribution-ShareAlike 4.0 International | en |
| dc.rights.uri | http://creativecommons.org/licenses/by-sa/4.0/ | en |
| dc.subject | Engineering | en |
| dc.subject | Learning Strategies | en |
| dc.subject | Reflection | en |
| dc.subject | First Year | en |
| dc.title | Achieving What Gets Measured: Responsive and Reflective Learning Approaches and Strategies of First-Year Engineering Students | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Engineering Education | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Doctor of Philosophy | en |