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Motivation, learning style, preferred tutorial techniques and expectations of engineering students
Author
Ng, Lian Soon
Supervisor
Murphy, Jim (James Raymond)
Abstract
This is the report of a study undertaken by the faculty using the Engineering student; in Nanyang Technological University as subjects for the fulfillment of the course "The Postgraduate Diploma of Teaching in Higher Education Program, 1993194." The aims of this study are to understand the motivations, learning habits, preferred tutorial styles of these tertiary students and their expectations of an effective lecturer/tutor. With a better understanding of the students, it is hoped that lecturers and tutors will be able to review and reflect on their teaching style accordingly, in order to improve the students' learning.
It is well known that one of the most important facets of university education is the acquiring of problem solving skills. Students are also expected to develop higher order thinking skills and to take the initiative in their learning process. But, unfortunately, studies in local tertiary institutions seem to suggest that many of our tertiary students are inclined towards surface learning or strategic learning with the primary objective of only getting good grades in the examinations. In fact, many faculty staff perceive the students to be result and grade oriented.
This report begins with an introduction on the structure and organization of the Local Education System and those of the Engineering course in the Nanyang Technological University. This is followed b y a brief literature review on active learning, cooperative learning, learning styles and study approaches, motivations of students to learn and some results of survey on student's learning . It then analyses the results of a survey conducted on 376 first, second and third year Engineering students in the Nanyang Technological University. The questionnaire is designed to ascertain students' learning styles, motivations, referred tutorial approach and their criteria of an effective tutor and lecturer.
The results of the survey indicate that the students become more dependent and examination oriented as the years go by. Comparisons of survey results are also made between the students in terms of years, and educational background. (Diploma vs. GCE 'A' Level). The report concludes with a discussion on the implications of the students' motivations, learning styles, and expectations for teaching, curriculum design and assessments.
It is well known that one of the most important facets of university education is the acquiring of problem solving skills. Students are also expected to develop higher order thinking skills and to take the initiative in their learning process. But, unfortunately, studies in local tertiary institutions seem to suggest that many of our tertiary students are inclined towards surface learning or strategic learning with the primary objective of only getting good grades in the examinations. In fact, many faculty staff perceive the students to be result and grade oriented.
This report begins with an introduction on the structure and organization of the Local Education System and those of the Engineering course in the Nanyang Technological University. This is followed b y a brief literature review on active learning, cooperative learning, learning styles and study approaches, motivations of students to learn and some results of survey on student's learning . It then analyses the results of a survey conducted on 376 first, second and third year Engineering students in the Nanyang Technological University. The questionnaire is designed to ascertain students' learning styles, motivations, referred tutorial approach and their criteria of an effective tutor and lecturer.
The results of the survey indicate that the students become more dependent and examination oriented as the years go by. Comparisons of survey results are also made between the students in terms of years, and educational background. (Diploma vs. GCE 'A' Level). The report concludes with a discussion on the implications of the students' motivations, learning styles, and expectations for teaching, curriculum design and assessments.
Date Issued
1994
Call Number
T65.3 Ng
Date Submitted
1994