Published Apr 30, 2009



PLUMX
Google Scholar
 
Search GoogleScholar


Stella Maris Vazquez

##plugins.themes.bootstrap3.article.details##

Abstract

The paper seeks to identify the learning styles of a group of first-year engineering students, focusing on learning-style differences attributable to demographic variables and the possible relations between learning-style and academic performance. Vermunt’s Inventory of Learning Styles (ILS) has been administered to a sample of 420 first-year engineering students of an Argentine technological university. Demographic data have been gathered, as well as students’ examination marks for the subjects making up the elementary courses. Factor analysis determined the validity of ILS scales, with modifications to the self-regulation and learning orientation ones were proved. The reliability test yielded satisfactory results. Second-order factor analysis confirmed the existence of four learning styles, in keeping with Vermunt’s findings, except with respect to the reproduction-directed style. Multiple regression bore out the central role of self-regulation in the relations between style components. A distinctive profile of engineering students emerged, with learningstyle differences according to age, sex and secondary school. Academic performance differences were found, although ILS is acknowledged to be a weak predictor in this regard. Failure to complete the course in normal time related significantly to surface style, lack of deep processing strategies and low intrinsic motivation.

Keywords

Academic achievement, educational performance, engineering – study and teachingRendimiento académico, métodos de enseñanza, ingeniería-enseñanza

References
ALPAY, E.; AHEAM, A. L.; GRAHAM, R. H. y BULL, A. J. Student enthusiasm for engineering: charting changes in student aspirations and motivation. European Journal of Engineering Education, 2008, vol. 33 núms. 5-6, pp. 573-585.
ÁLVAREZ, M. B. Adaptación del método docente al Espacio Europeo de Educación Superior: la motivación de los alumnos como instrumento clave. Estudios sobre Educación. 2005, vol. 3, núm. 9, pp. 107-126.
BAILLIE, C. Addressing first-year issues in engineering education. European Journal of Engineering Education. 1998, vol. 23, núm. 4, pp. 453-466.
— y FITZGERALD, G. Motivation and attrition in engineering students. European Journal of Engineering Education. 2000, vol. 25 núm. 2, pp. 145-155.
BERGENDAHL, J. Toward a broader technical education for engineers. Journal of Professional Issues in Engineering Education & Practice. 2005, vol. 131 núm. 4, pp. 257-262.
BOADO, M. Una aproximación a la deserción estudiantil universitaria en Uruguay. [documento en línea]. UNESCO, IESLAC: Instituto Internacional para la Educación Superior en América Latina y el Caribe. 2005. [Consulta: 22-04-2006].
BIAZUS, C. Sistema de fatores que influenciam o aluno a evadirse dos cursos de graduação na UFSM. Tese. Universidade Federal de Santa Catarina. Florianópolis, 2004.
BOEKAERTS, M. y CORNO, L. Self-regulation in the classroom: a perspective on assessment and intervention. Applied Psychology: An International Review. 2005, vol. 54, núm. 2, pp. 199-231.
BORGES, M.; DO CARMO NARCISO SILVA GONCALVES, M. y MACEDO CUNHA, F. Teaching and learning conceptions in engineering education. European Journal of Engineering Education. 2003, vol. 28, núm. 4, pp. 523-535.
BOYLE, E. A.; DUFFY, T. y DUNLEAVY, K. Learning styles and academic outcome: The validity and utility of Vermunt’s Inventory of Learning Styles in a British higher education setting. British Journal of Educational Psychology. 2003, vol. 73, pp. 267-290.
BROAD, J. Interpretations of independent learning in further education. Journal of Further & Higher Education. 2006, vol. 30, núm. 2, pp. 119-143.
CASE, J. y MARSHALL, D. Between deep and surface: procedural approaches to learning in engineering education contexts. Studies in Higher Education. 2004, vol. 29, núm. 5, pp. 605-615.
CLEARY, T. J. y ZIMMERMAN, B. J. Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools. 2004, vol. 41, núm. 5, pp. 537-550.
CORNOLDI, C. y LUCANGELI, D. Arithmetic education and learning disabilities in Italy. Journal of Learning Disabilities. 2004, núm. 37, pp. 42-49.
DENTON, A. A. The role of technical education, training and the engineering profession in the wealth-creating process. Proceedings of the Institution of Mechanical Engineers--Part B--Engineering Manufacture. 1998, vol. 212, núm. 5, pp. 337-341.
ENTWISTLE, N. J. Conceptions of learning and knowledge in higher education. International Journal of Educational Research. 2004, vol. 41, pp. 407-428.
— y McCUNE, V. The conceptual bases of study strategy inventories. Educational Psychology Review. 2004, vol. 16, núm. 4, pp. 325-345.
ENTWISTLE, N. J. y RAMSDEN, P. Understanding student learning. London: Croom Helm, 1983.
ENTWISTLE, N. J.; McCUNE, V. y WALKER, P. Conceptions, styles and approaches within higher education: analytical abstractions and everyday experience. En Perspectives on thinking, learning and cognitivestyles. Mahwah, NJ: Erlbaum, 2001, pp. 103-136.
FLAVELL, J. H. Speculations about the nature and development of metacognition. En Metacognition, Motivation and Understanding. Hillsdale, NJ: Erlbaum, 1987, pp. 21-29.
GARCÉS, F. La enseñanza de la ingeniería en la república Argentina [documento en línea]. Instituto de Energía Eléctrica Universidad Nacional de San Juan. 2005 [Consulta: 25-06-2006].
GARMENDIA, M.; GUISASOLA, J.; BARRAGUES, J. I. y ZUZA, K. Estimate of students’ workload and the impact of the evaluation system on students’ dedication to studying a subject in first-year engineering courses. European Journal of Engineering Education. 2008, vol. 33, núm. 4, pp. 463-470.
GIBBS, G. Learning by doing: a guide to teaching and learning methods. London: Further Education Unit, 1988.
GOLLWITZER, P. Action phases and mind-sets. En Handbook of motivation and cognition: Foundations of social behavior. Vol. 2. New York: Guilford Press, 1990, pp. 53-92.
—. Goal achievement: The role of intentions. European Review of Social Psychology. 1993, vol. 4, pp. 141-185.
GÓMEZ-SENENT MARTÍNEZ, E.; CARDA BATALLA, I. y CAÑIZARES DOMENECH, A. Europa Project: education for learning. European Journal of Engineering Education. 2004, vol. 29, núm. 2, pp. 299-306.
GONZÁLEZ, L. E. Repitencia y deserción universitaria en América Latina [texto en línea]. 2005. [Consulta: 6-5-2009].
GRASSO, D. y MARTINELLI, D. Holistic engineering. Chronicle of Higher Education. 2007, vol. 53, núm. 28, pp. 88-89.
GUISASOLA, J.; ALMUDI, J. M.; CEBERIO, M.; ZUBIMENDI, J. L. A teaching strategy for enhancement of physics learning in the first year of industrial engineering. European Journal of Engineering Education. 2002, vol. 27, núm. 4, pp. 379-392.
HARRIS, N. Engineering the future. New Scientist. 1991, vol. 129, núm. 1755, supplement, pp. 13-16.
HECKHAUSEN, H. Motivation and action. Springer: Verlag, 1991.
HEYLEN, C.; SMET, M.; BUELENS, H.; SLOTEN, J. Vander. Source: European Journal of Engineering Education. 2007, vol. 32, núm. 4, pp. 375-386.
HOLVIKIVI, J. Logical reasoning ability in engineering students: a case study. IEEE Transactions on Education. 2007, vol. 50, núm. 4, pp. 367-372.
HOUGHTON, W. Helping students to identify and achieve appropriate learning targets. International Journal of Electrical Engineering Education. 2002, vol. 39, núm. 3, pp. 219-230.
JABLOKOW, K. W. engineers as problem-solving leaders: embracing the humanities. IEEE Technology & Society Magazine. 2007, vol. 26, núm. 4, pp. 29-35.
JAKOBSEN, A. y BUCCIARELLI, L. Transdisciplinary variation in engineering curricula: problems and means for solutions. European Journal of Engineering Education. 2007, vol. 32, núm. 3, pp. 295-301.
KEMBER, D.; HONG, C. y HO, A. Characterizing the motivational orientation of students in higher education: a naturalistic study in three Hong Kong universities. British Journal of Educational Psychology. 2008, vol. 78, núm. 2, pp. 313-329.
KOENIG, K. M. y ENDORF, R. J. Study of TA’s ability to implement the tutorials in Introductory Physics and student conceptual understanding. Physics Education Research Conference, AIP Conference Proceedings. 2004, vol. 720, núm. 1, pp. 161-164.
KOLARI, S.; SAVANDER-RANNE, C. y VISKARI, E. Learning needs time and effort: a timeuse study of engineering students. European Journal of Engineering Education. 2008, vol. 33 núms. 5-6, pp. 483-498.
KUHL, J. Volitional aspects of achievement motivation and learned helplessness: toward a comprehensive theory of action processes and action versus state orientation. En Action control: from cognition to behaviour. Berlin: Springer-Verlag, 1984.
—. Volitional mediators of cognition-behaviour consistency: self-regulatory processes and action versus state orientation. En Action control: from cognition to behaviour. Berlin: Springer-Verlag, 1985.
LAWSON, D. A. How well prepared are students for undergraduated mathemathics engineering? International Journal of Mechanical Engineering Education. 1995, vol. 23, núm. 4, pp. 356-361.
LÓPEZ, M.; HERNÁNDEZ GARRE, C. M.; FERNÁNDEZ JIMÉNEZ, C. et al. Características formativas y socio-afectivas del alumnado de nuevo ingreso en la Universidad. Revista Electrónica de Investigación Psico-educativa. 2008, vol. 14, núm. 6, pp. 95-115.
MACLELLAN, E. Conceptual learning: the priority for higher education. British Journal of Educational Studies. 2005, vol. 53, núm. 2, pp. 129-147.
MAES, S. y KAROLY, P. Self-regulation assessment and intervention in physical health and illness: a review. Applied Psychology: An International Review. 2005, vol. 54, núm. 2, pp. 267-299.
MAHDI, A. E. Introducing peer-supported learning approach to tutoring in engineering and technology courses. International Journal of Electrical Engineering Education. 2006, vol. 43, núm. 4, pp. 277-563.
MALAGÓN, L. M.; SOTO, L. y ESLAVA, P. R. La deserción en la Universidad de los Llanos (1998-2004). Revista ORINOQUIA-Universidad de los Llanos-Villavicencio, Colombia. 2007, vol. 11, núm. 1, pp. 23-40.
MARCOLINI, M. y PERALES, J. La noción de predicción: análisis y propuesta didáctica para la educación universitaria. Revista Latinoamericana de Investigación en Matemática Educativa. 2005, vol. 8 núm. 1, pp. 25-68.
MARCUS, M. y WINTERS, D. Team problem solving strategies with a survey of these methods used by faculty members in engineering technology. Journal of STEM Education Innovations & Research. 2004, vol. 5, núms. 1-2, pp. 24-29.
MAREE, J.; PRETORIUS, A. y EISELEN, R. Predicting success among first-year engineering students at the Rand Africans University. Psychological Reports. 2003, vol. 93 núm. 2, pp. 399-409.
MARTON, F. y SÄLJÖ, R. On qualitative differences in student learning, I: outcome and process. British Journal of Educational Psychology. 1976a, vol. 46, núm. 1, pp. 4-11.
—. On the qualitative differences in learning, II: outcome as a function of the learner’s conception of the task. British Journal of Educational Psychology. 1976b, vol. 46, núm. 1, pp. 115-127.
MARTON, F.; DALL’ALBA, G. y BEATY, E. Conceptions of learning. International Journal of Educational Research. 1993, vol. 19, núm. 3, pp. 277-300.
NEHDI, M. y REHAN, R. Raising the bar for civil engineering education: systems thinking approach. Journal of Professional Issues in Engineering Education & Practice. 2007, vol. 133, núm. 2, pp. 116-125.
NICOL, D. J. y MACFARLANE-DICK, D. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education. 2006, vol. 31, núm. 2, pp. 199-218.
OON-SENG, T. Development of a thinking programme for engineering students. Innovations in Education & Teaching International. 2006, vol. 43 núm. 3, pp. 245-259.
PALINCSAR, A. S. y BROWN, D. A. Enhancing instructional time through attention to metacognition. Journal of Learning Disabilities. 1987, núm. 20, pp. 66-75.
PINTRICH, P. A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review. 2004, vol. 16, núm. 4, pp. 385-407.
—. The role of goal orientation in self-regulated learning. En Handbook of self-regulation. San Diego: Academic Press, 2000.
PUUSTINEN, M. y PULKKINEN, S. models of self-regulated learning: a review. Scandinavian Journal of Educational Research. 2001, vol. 45, núm. 3, pp. 269-286.
RAVIERI, A. Financiamiento de la educación superior: el caso argentino en soluciones de políticas públicas para un país en crisis. Buenos Aires: Fundación Atlas, 2003.
ROBINSON, C. y BLAIR, G. Writing skills training for engineering students in large classes. Higher Education, 1995, vol. 30 núm. 1, pp. 99-115.
ROWE, J. W. K. First year engineering students’ approaches to study. International Journal of Electrical Engineering Education. 2002, vol. 39, núm. 3, pp. 201-210.
SAGER, B.; FERNÁNDEZ, M. y THURSBY, M. Implications of a multi-disciplinary educational and research environment. Perspectives of future business, law, science, and engineering professionals in the technological innovation: Generating economic results (TI:GER ® ) program. Technology Analysis & Strategic Management. 2006, vol. 18, núm.1, pp. 57-69.
SCHEJA, M. Delayed understanding and staying in phase: students’ perceptions of their study situation. Higher Education. 2006, vol. 52 núm. 3, pp. 421-445.
SCHUNK, D. H. self-regulated learning: the educational legacy of Paul R. Pintrich. Educational Psychologist. 2005, vol. 40, núm. 2, pp. 85-94.
SHAW, C. T. y SHAW, B. F. Attitudes of first-year engineering students to mathematics—a case study. International Journal of Mathematical Education in Science & Technology. 1997, vol. 28 núm. 2, pp. 289-302.
SILVA, R. Deserción: ¿competitividad o gestión? Revista Lasallista de Investigación. 2005, vol. 2, núm. 2, pp. 64-69.
STEIN, T. y PLESSIS, I. D. Competence in mathematics-more than mathematical skills? International Journal of Mathematical Education in Science & Technology. 2007, vol. 38, núm. 7, pp. 881-890.
TYNJÄLÄ, P.; SALMINEN, R. T.; SUTELA, T. et al. Factors related to study success in engineering education. European Journal of Engineering Education. 2005, vol. 30, núm. 2, pp. 221-231.
VAN HATTUM-JANSSEN, N.; PACHECO, J. A. y VASCONCELOS, R. The accuracy of student grading in first-year engineering courses. European Journal of Engineering Education. 2004, vol. 29 núm. 2, pp. 291-298.
VAN METER, P. y SPERLING, R. Enhancing learner processing for effective problem solving. Journal of Professional Issues in Engineering Education & Practice. 2005, vol. 131, núm. 3, pp. 187-191.
VEENMANN, M. V. J.; PRINS, F. y VERHEIJ, J. Learning styles: self-reports versus thinkingaloud measures. British Journal of Educational Psychology. 2003, vol. 73, núm. 1, pp. 357-372.
VERMUNT, J. D. Inventory of learning styles in higher education: scoring key. Tilburg University: Department of Educational Psychology, 1994.
—. Meta-cognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis. Higher Education. 1996, vol.31, núm. 1, pp. 25-50.
—. Relations between student learning patterns, personal and contextual factors and academic performance. Higher Education. 2005, vol. 49, núm. 3, pp. 205-234.
—. The regulation of constructive learning processes. British Journal of Educational Psychology. 1998, vol. 68, pp. 149-171.
VERMUNT, J. D. y VERLOOP, N. Congruence and friction between learning and teaching. Learning and Instruction. 1999, vol. 9, pp. 257-280.
VERMUNT, J. D. y VERMETTEN, Y. patterns in student learning: relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review. 2004, vol. 16, núm. 4, pp. 359-384.
VIIRI, J. Engineering teachers’ pedagogic content knowledge. European Journal of Engineering Education. 2003, vol. 28, núm. 3, pp. 353-360.
WASHER, P. Revisiting key skills: a practical framework for higher education. Quality in Higher Education. 2007, vol. 13, núm. 1, pp. 57-67.
WEBER, T.; KLAGES, S. y WERTSCHÚTZKY.R. Increasing student motivation by linking up knowledge transfer with enjoying studying. International Journal of Electrical Engineering Education. 2008, vol. 45 núm. 2, pp. 162-335.
WITTROCK, M. C. Cognition and testing. En M. C. Wittrock y E. L. Baker (Eds.), Testing and Cognition. Englewood Cliffs, NJ: Prentice Hall, 1991.
ZIMMERMAN, B. J. Attaining self-regulation: a social cognitive perspective. En Self-regulation: theory, research and application. Orlando, FL: Academic Press, 2000, pp. 13-39.
—. Becoming a self-regulated learner: an overview. Theory into Practice. 2002, vol. 41, núm. 2, pp. 64-71.
ZUSHO, A.; PINTRICH, P. y GOPPOLA, B. Skill and will: the role of motivation and cognition in the learning of college chemistry. International Journal of Science Education. 2003, vol. 25, núm. 9, pp. 1081-1094.
How to Cite
Vazquez, S. M. (2009). Academic performance and learning styles in engineering students. Ingenieria Y Universidad, 13(1). Retrieved from https://revistas.javeriana.edu.co/index.php/iyu/article/view/952
Section
Articles