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Self-regulated Learning Strategies of Grades 9-12 Students in Design Project: Viewed From Performance and Gender Perspectives

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Broadening Participation

Tagged Division

K-12 & Pre-College Engineering

Page Count


Page Numbers

25.1151.1 - 25.1151.14



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Paper Authors


Oenardi Lawanto Utah State University

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Oenardi Lawanto is an Assistant Professor of the Department of Engineering Education at Utah State University. Lawanto holds B.S. and M.S. degrees in electrical engineering and a Ph.D. in human resource education. His research interests include areas in cognition, learning, instructions, engineering design, and e-learning. Currently, he is working on two research projects that investigate students’ cognitive and metacognitive activities while learning engineering. Both projects are funded by the National Science Foundation (NSF).

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Wade H. Goodridge Utah State University

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Wade Goodridge, Principal Lecturer in the Department of Engineering and Technology Education at Utah State University, instructs Solid Modeling, CAD, Introductory Electronics, Surveying, and Introductory Engineering courses at the Brigham City Regional campus. Goodridge has has been teaching for the Utah State College of Engineering for more than eight years. He holds dual B.S degrees in industrial technology education and civil engineering from Utah State University, as well as an M.S. and Ph.D. in civil engineering from Utah State University. His research interests include metacognitive processes and strategies involved in engineering design using solid modeling, learning style impacts upon hybrid synchronous broadcast engineering education, and team teaching in broadcast environments.

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Self-Regulated Learning Strategies of Grades 9-12 Students in Design Project: Viewed From Performance and Gender Perspectives AbstractExploring self-regulated learning skills in grades 9-12 students' design activities promotes abetter understanding of how students deal with problem solving. This study focuses on students’understanding of task demand and Self-Regulated Learning (SRL) strategies including planning,and cognitive and monitoring/fix-up strategies. A mixed-methods approach to research wasapplied to gather comprehensive and valid information about students’ SRL strategies. Theobjectives of this preliminary study were to investigate high school students' design activitiesthat reflect their understanding of task demand and SRL strategies to accomplish the design taskfrom the perspective of design performance (i.e., high- and low- performing students) andgender. A better understanding of these issues will specifically benefit technology and pre-engineering educators as well as the high school curriculum developer.Students at a high school in Colorado participated in this preliminary study (n = 29); 22 studentsparticipated in a robotics project and 7 students conducted an architecture project. Based upon adata review process, the researchers accepted 27 data sets for data analysis. Butler and Cartier'sSRL model was used to frame a survey questionnaire and design journal. Because SRL iscontextual, Dym and Little’s prescriptive model of design process was also used to frame thequestionnaire items for this study. Two subsections of survey questionnaire were used at theearly and middle stages of the design projects, respectively. Each subsection assessed differentSRL strategies. The SRL mean values of each design sub-phase were calculated and comparedbetween high- and low-performing students, and also between males and females. For the designjournal, participant responses were categorized and tabulated according to SRL features. Theclass instructor was asked to score the students’ journal based upon clarity and specificity of thejournal writing. The findings of the design journal were used to confirm the results of thequestionnaire analysis.The results suggested that high-performing students exhibited a better awareness than did low-performing ones on task interpretation, cognitive strategies, and monitoring/fix-up strategiesduring the design project. On the other hand, the low-performing students performed very wellon planning strategies. From a gender perspective, while males reported a good awareness ontask interpretation and planning strategies, females showed a good awareness on cognitive andmonitoring/fix-up strategies. The analysis of the design journals confirmed that high-performingstudents outperformed the low-performers. The findings from design journals also revealed thatfemale students had a good awareness in executing plans and monitoring their planning andcognitive strategies. In addition, limitations and suggestions for further work on this study willalso be discussed.Keywords: Design, Self-Regulated Learning, Design Performance, Gender, Grades 9-12

Lawanto, O., & Goodridge, W. H. (2012, June), Self-regulated Learning Strategies of Grades 9-12 Students in Design Project: Viewed From Performance and Gender Perspectives Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21908

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