Student learning strategies: Helping or hindering their success?

Abstract

This research paper examines student success in undergraduate engineering through the lens of students' priorities, practices and values. While most engineering schools implement retention-based student success models that monitor student expectations and levels of satisfaction, it remains a challenge to know what strategies students use or how successful those strategies are. Self-management, one of five student-centred dimensions deemed vital for student success, examines ways in which students approach, or avoid, their studies. Research suggests that a 'can-do' attitude, self-discipline, good study habits, and active engagement in the learning process are essential for student success, and that the ways students approach or avoid their studies can predict whether or not a learner will be successful. Engineering students enrolled in a small engineering school were invited to complete an online survey examining the types of strategies they use in order to be successful. A set of forced-choice questions was used to rank strategies related to class time, completing assigned work, note taking, studying, and overall work ethic. Responses were validated using a set of related Likert scale questions, and a set of open ended questions allowed students to identify strategies they believe contribute to, or impede their success. Correlational analysis and predictive classification were used to determine the key behaviour indicator(s) of student success, and the specific behavioural factors associated with different levels of academic success. Findings indicate that the key behavioural indicator of student success is actually doing the assigned work. This is also the most important predictor of students who maintain an A-level grade point average (GPA). B-level students put less emphasis on a good work ethic, use less effective study habits and do not prioritize attending class. C-level students put low priority on doing the work assigned to them, but do make an effort to study and attend class. This study also found that students' priorities are not always aligned with their practices and/or values, particularly as related to work ethic, studying, and doing assigned work. Lower prioritization of note taking and attending class means a closer alignment between priorities, practices, and values, but does not contribute to overall academic success.