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Experiences of learning engineering mathematics under different contexts in a Singapore polytechnic
Author
Ee, Huei Wuan
Supervisor
Wong, Khoon Yoong
Abstract
What are students’ learning experiences while-in-action, both in- and out-of-class? Students’ experiences have impact on learning. The study engaged with this question through students’ in situ reflections immediately after the respective learning activities in Year 2 engineering mathematics (Maths 2A) throughout the April to October 2007 semester, usingan adaptation of the Experience Sampling Method (ESM) developed by Csikszentmihalyi.The participants were 235 polytechnic students and five lecturers in Singapore.
Two instruments were developed. The Student Study Questionnaire (SSQ) measured students’ confidence in engineering mathematics, study behaviours and overall feelings at the beginning (Maths 1) and at the end of the semester (Maths 2A). The Engineering Mathematics Experience Questionnaire (EMEQ) asked about students’ experiences of activities, perceived helpfulness of these activities, feelings and efficacy that occurred in the stream of consciousness while engaging in learning. EMEQ was administered using ESM in the seven contexts of lectures, tutorials, self-study, e-learning, problem-based independent learning, and studying for test and examination. Responses were submitted online. For the two-hour lectures and tutorials, three reflections were initiated by the lecturers at intervals of about thirty minutes apart. For out-of-class learning activities, students submitted selfinitiated reflections upon completion of the respective learning activities. SMS reminders were employed. Weekly interviews were also conducted.
No two students share the same learning experiences. There were intrapersonal as well as interpersonal differences and similarities, comparisons both with time and with context. There were both matches and mismatches between students’ and their lecturers’ perceptions of the in situ learning experiences. The experiences were largely traditional whereby students followed closely the planned programme which was perceived as helpful in gaining mastery of skills and concepts. Feelings were neutral during the various learning contexts, but were positive when studying for examination. Efficacy for the learning activities was positive except for being neutral during e-learning. The learning experiences were more positive among students with higher achievement than the weaker students.
These students were good in Maths 1 and very good in Maths 2A, based on their polytechnic grades. The study behaviours in SSQ were only sometimes used for both Maths 1 and Maths 2A, perceived quite helpful for Maths 1 but of some help only for Maths 2A. For both modules, study activities related to conscientious effort and metacognition were used more frequently than involving others and the use of resources. The students were similarly confident and positive in overall feelings for both modules. Students’ entry characteristics of prior achievement, confidence, study behaviours and overall feelings showed influences on both in situ experiences and learning outcomes. The learning experiences also had influences on the learning outcomes.
The study contributes to the literature on tertiary learning of engineering mathematics and to research methodology in the use of ESM for in situ data. The interview data provided complementarity to the findings from ESM data. The differing learning experiences among students underline the importance of in-depth understanding of students’ in situ learning experiences. The results have implications for polytechnic leaders, educational staffdevelopers, module coordinators and lecturers.
Two instruments were developed. The Student Study Questionnaire (SSQ) measured students’ confidence in engineering mathematics, study behaviours and overall feelings at the beginning (Maths 1) and at the end of the semester (Maths 2A). The Engineering Mathematics Experience Questionnaire (EMEQ) asked about students’ experiences of activities, perceived helpfulness of these activities, feelings and efficacy that occurred in the stream of consciousness while engaging in learning. EMEQ was administered using ESM in the seven contexts of lectures, tutorials, self-study, e-learning, problem-based independent learning, and studying for test and examination. Responses were submitted online. For the two-hour lectures and tutorials, three reflections were initiated by the lecturers at intervals of about thirty minutes apart. For out-of-class learning activities, students submitted selfinitiated reflections upon completion of the respective learning activities. SMS reminders were employed. Weekly interviews were also conducted.
No two students share the same learning experiences. There were intrapersonal as well as interpersonal differences and similarities, comparisons both with time and with context. There were both matches and mismatches between students’ and their lecturers’ perceptions of the in situ learning experiences. The experiences were largely traditional whereby students followed closely the planned programme which was perceived as helpful in gaining mastery of skills and concepts. Feelings were neutral during the various learning contexts, but were positive when studying for examination. Efficacy for the learning activities was positive except for being neutral during e-learning. The learning experiences were more positive among students with higher achievement than the weaker students.
These students were good in Maths 1 and very good in Maths 2A, based on their polytechnic grades. The study behaviours in SSQ were only sometimes used for both Maths 1 and Maths 2A, perceived quite helpful for Maths 1 but of some help only for Maths 2A. For both modules, study activities related to conscientious effort and metacognition were used more frequently than involving others and the use of resources. The students were similarly confident and positive in overall feelings for both modules. Students’ entry characteristics of prior achievement, confidence, study behaviours and overall feelings showed influences on both in situ experiences and learning outcomes. The learning experiences also had influences on the learning outcomes.
The study contributes to the literature on tertiary learning of engineering mathematics and to research methodology in the use of ESM for in situ data. The interview data provided complementarity to the findings from ESM data. The differing learning experiences among students underline the importance of in-depth understanding of students’ in situ learning experiences. The results have implications for polytechnic leaders, educational staffdevelopers, module coordinators and lecturers.
Date Issued
2014
Call Number
QA14.S55 Ee
Date Submitted
2014