Achieving What Gets Measured: Responsive and Reflective Learning Approaches and Strategies of First-Year Engineering Students

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.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Engineering Education

Department dc:contributor.department

Engineering Education

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2022

Author dc:creator

• Van Tyne, Natalie Christine Trehubets

Chair dc:contributor.committeechair

• McNair, Elizabeth D.

Committee members dc:contributor.committeemember

• Mccord, Rachel
• Soledad, Michelle Millete
• Knight, David B.

• Engineering
• Learning Strategies
• Reflection
• First Year

Statement dc:rights

• Creative Commons Attribution-ShareAlike 4.0 International

Licence dc:rights.uri

• http://creativecommons.org/licenses/by-sa/4.0/

Language dc:language.iso

en

Dc Identifier Other

vt_gsexam:33834

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/108854