New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Engineering education – all over the world – is undergoing transformation. The rise of the Internet and allied technologies and regulatory requirement of outcome-based education that is rooted in the challenging 21st century problems are the driving forces behind this transformation. These changes are making newer study resource available as well as imperative. It is important to analyze the use of these resources so that faculty members can both educate students and plan for various resources, and librarians can provide for the required resources.
Our study was carried out in engineering and management school having two programs – four years undergraduate engineering and five years integrated management and technology. We took a random sample of 25 % students from all the three classes of all the five departments of the engineering program and from the first year of both engineering and integrated programs. We used the survey form designed by Krause, et al. It asks two questions - (1) ‘How often did you use the following resources to help you study for your exam?’ and (2) ‘Which of the following resources do you use when you encounter a confusing concept while solving a problem?’ and provides options such as, classroom notes, posted lecture slides, textbook reading, classmates / friends, instructor and Google search.
We aggregated all the responses and found that students prefer going through their classroom notes and discussing with classmates or friends the most, and utilize posted lecture notes and old exam papers and quiz questions the least for the regular study. When they encounter a confusing concept or solving a problem, the resource usage pattern appeared to be similar except their first choice was discussing with their classmates or friends instead of referring to their textbooks. There are clear variations in this pattern, especially between the first and the final year students and between various departments and also a little variation between the two first year programs. We will present the detailed analysis in our paper.
The study needs to be repeated in different settings to establish its validity. Further, we can analyze use of the resources in the context of courses, faculty and their teaching methods. We can also study the correlation, if any, between resources in use and performance at the examination.
Waychal, P. K. (2016, June), Analyzing Usage of Various Study Resources by Engineering Students Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26248
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