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Use of Self-regulated Learning Strategies by Second-year Industrial Engineering Students

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Industrial Engineering Division Technical Session 2

Tagged Division

Industrial Engineering

Page Count

19

Page Numbers

26.1642.1 - 26.1642.19

DOI

10.18260/p.24979

Permanent URL

https://peer.asee.org/24979

Download Count

38

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Paper Authors

biography

Justine M. Chasmar Clemson University

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Justine Chasmar is the Tutorial Services Coordinator in the Academic Success Center and a graduate student in the Engineering and Science Education department at Clemson University. She holds a B.S. and M.S. in Mathematical Sciences from Clemson University.

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biography

Brian J. Melloy Clemson University

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Dr. Brian J. Melloy is an Associate Professor in the Department of Industrial Engineering at Clemson University and a registered Professional Engineer. His area of specialization is operations research, with a research emphasis on modeling systems under uncertainty. His research has been supported by the government and private sectors and disseminated in a variety of forums. He is a member of the Institute of Industrial Engineers; his honorary affiliations include Tau Beta Pi and Sigma Xi.

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biography

Lisa Benson Clemson University

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Lisa Benson is an Associate Professor of Engineering and Science Education at Clemson University, with a joint appointment in Bioengineering. Her research focuses on the interactions between student motivation and their learning experiences. Her projects involve the study of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their problem solving processes. Other projects in the Benson group include effects of student-centered active learning, self-regulated learning, and incorporating engineering into secondary science and mathematics classrooms. Her education includes a B.S. in Bioengineering from the University of Vermont, and M.S. and Ph.D. in Bioengineering from Clemson University.

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Abstract

Self-Regulated Learning Strategy Use by Second-Year Industrial Engineering StudentsSelf-regulated learning (SRL) combines three aspects of the cognitive and affective domains:motivation, metacognition, and self-directed action. Key pieces of self-regulation include goalsetting, planning, monitoring, and evaluating. The Study Cycle is a set of guidelines for studentsrich with SRL techniques that enables students to plan, prepare, and enact their studying byfocusing on five comprehensive steps: previewing before class, engaging in class, reviewingafter class, holding study sessions, and seeking help as a supplement. Teaching the Study Cyclehas shown to reinforce aspects of metacognition and to correlate with increased academicperformance in students in a general chemistry course. While performance in first-year, generaleducation courses is vital for engineering students to move through the curriculum, the transitionof undergraduate engineering majors into the rigorous coursework in the engineeringdepartments is specifically of interest. This paper reports on initial findings of a study in which amodule on the Study Cycle was taught to a class of second-year Industrial Engineering students.The research project aims to understand effects of the module on engineering students’ SRLstrategy use in an engineering course. As the first step in this project, this paper examines whichcomponents of the Study Cycle students self-report as being useful in their engineering coursesprior to the module and their perceptions of effective study strategies after the module.This work is situated in a larger mixed methods, quasi-experimental design study. In Fall 2014,students in the Sophomore Seminar in Industrial Engineering course attended one of twoworkshops as a class assignment: the primary intervention, “The Study Cycle” (n=77) and thecontrol, “Managing Test Anxiety” (n=80). Prior to the workshop, students wrote one-minutepapers responding to an open-ended question on study strategies that they successfully use in aself-identified course. Students also were asked to complete a 34-item survey adapted from theMotivated Strategies for Learning Questionnaire (MSLQ); only learning strategy items wereused, and items were reworded to be applicable to an engineering course. Because of our smallsample size, the survey was only used to support students’ written responses to obtain a thoroughimage of what strategies the students are utilizing to be successful in their engineering courses.The students submitted a reflection one week after the module, setting goals of strategies theywill utilize in their self-identified course. The one-minute papers received several read-throughsbefore a priori coding was used to identify phrases in the responses that aligned with the MSLQsubscales; additional themes were allowed to emerge from the data. Phrases were highlighted ascodes in RQDA.Preliminary results show students identified help-seeking behaviors, time and studyenvironments, and rehearsal strategies pre-module. Post-module reflections will be analyzed inthe same way and differences between pre-module self-reported strategy use and post-modulegoals will be identified. Quantitative (survey) data will be integrated with qualitative (one-minute paper) data by first identifying students with high scores on survey subscales (4 to 5 outof 5) and examining codes corresponding to their responses to the open-ended question.

Chasmar, J. M., & Melloy, B. J., & Benson, L. (2015, June), Use of Self-regulated Learning Strategies by Second-year Industrial Engineering Students Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24979

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015