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A Study on Learning Strategies of Second Year Engineering Students at the Universiti Kebangsaan Malaysia

Khamisah J., and Firdaus M.H., and Nik Rusdi Y., and Ruhizan M.Y., (2007) A Study on Learning Strategies of Second Year Engineering Students at the Universiti Kebangsaan Malaysia. AEESEAP Journal, 31 (1). pp. 30-37. ISSN 0125-8737

Full text not available from this repository.

Official URL: http://ejum.fsktm.um.edu.my/ArticleInformation.aspx?ArticleID=560

Affiliations

Universiti Kebangsaan Malaysia. Faculty Engineering. Dept. of Chemical and Process Engineering
Universiti Kebangsaan Malaysia. Faculty of Engineering. Dept. of Civil and Structural Engineering
Universiti Kebangsaan Malaysia. Faculty of Engineering. Dept. of Electric, Electronic and Systems Engineering
Universiti Kebangsaan Malaysia. Faculty of Education. Dept. of Pedagogy and Educational Practices

Abstract

In the Faculty of Engineering at the Universiti Kebangsaan Malaysia, students are required to take four basic mathematics subjects before they can continue to their respective engineering courses. Of these four courses, students have identified that Linear Algebra and Vector Calculus to be the most difficult course. Studies on student’s performance for this course also support this claim. The vast mathematical concepts and theories covered in this course as well as thorough familiarity with single variable calculus and college algebra may be the factors leading to this perception. The aim of this study is to identify the learning strategies practiced by second year engineering students in the academic session of 2003/2004 who has taken all four mathematics courses. Students are divided according to their achievement in the Linear Algebra and Vector Calculus course into three categories identified as High Achievers, Moderate Achievers and Poor Achievers. Learning strategies was measured quantitatively using an inventory consisting of 30 questions covering six learning strategy scales. The results suggest four main learning strategies practiced by the students: (a) achievement motivated, (b) memorisation, (c) global approach, (d) construction of meaning. Analysis of variance test showed there is significant difference for the memorisation strategy of students across the categories of achievement.

Item Type:Journal
Keywords:Learning strategies, categories of achievement, engineering students, Engineering Study and teaching
Subjects:T Technology, Engineering
L Education
ID Code:1552

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