Digital Electronic System is an important course for electrical engineering students as they prepare toward Fourth Industrial Revolution (4IR). Thus, learning strategies are crucial to ensure students can empower themselves in theoretical and practical knowledge. The objective of this study is to identify the learning strategies used by students when they learn Digital Electronic System. This quantitative analysis is conducted to investigate how learners use cognitive and metacognitive in the course. The instrument used in this study is a survey adapted from Wenden & Rubin (1987). A sample size of 31 participants were selected to respond to the survey. The respondents are electrical engineering students enrolled in Digital Electronic System at Universiti Teknologi MARA (UiTM), Johor Branch Pasir Gudang Campus. The survey has 4 key elements which consist of demographic profile, cognitive components, metacognitive self-regulation and resource management. The findings of cognitive components showed that learners preferred memorizing key word to remember important concepts in classes. Besides, they also going through the readings and class note besides trying to find the most important ideas. Subsequently, they will try to link the reading and concept gained from the lectures to get better understanding on course materials. In metacognitive strategies, the students have good awareness on metacognitive learning strategies when they have proper schedule, goals setting and planning some activities in each study period. In environment management strategies, students preferred to learn the course throughout classes. In effort management strategies, they setting a regular place for studying. In seek-seeking strategies, the students are self-initiative and asking their friends for help if they have problem or question on course materials. The findings of this study can help educators to identify effective learning strategies can be practised by learners particularly in Digital Electronic System.
Gonzalez. (2016). Powerful Learning Strategies You MUST Share with Students. https://www.cultofpedagogy.com/learning-strategies/. Retrieved September 10, 2023. https://www.cultofpedagogy.com/learning-strategies/
Baygin, M., Yetis, H., Karakose, M., & Akin, E. (2016). An effect analysis of industry 4.0 to higher education. In 2016 15th international conference on information technology based higher education and training (ITHET). In 15th international conference on information technology based higher education and training (ITHET), IEEE,1-4.
Framing Malaysian Higher Education 4.0 Future-Proof Talent, Department of Higher Education, Ministry of Higher Education, (2023). Retrieved September 10, 2023. https://jpt.mohe.gov.my/portal/index.php/en/publication/61-framing-malaysian-higher-education-4-0-future-proof-talent
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353.
Dent, A.L.; Koenka, A.C. (2016) The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educ. Psychol. Rev., 28, 425–474.
Pintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813.
Theobald, M. (2021) Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemp. Educ. Psychol., 66, 101976.
Weinstein, C.E., & Mayer, R.E. (1986). The teaching of learning strategies. In M.
Wittrock (Ed.), Handbook of research on teaching. New York, NY: Macmillan,315-327.
Broadbent, J.; Poon, W.L. Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. Internet High. Educ. 2015, 27, 1–13.
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. Int. J. Educ. Res. 31, 459–470. doi:10.1016/S0883-0355(99)00015-4
Vrugt, A., and Oort, F. J. (2008). Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement. Metacogn. Learn. 3, 123–146. doi: 10.1007/s11409-008-9022-4
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307–313.
Anais, M. J., Hojas, A. M., Bustos, A., Letelier, C., Zuzulich, M. S., Cabieses, B., & Zubiaguirre, M. (2012). Motivational and cognitive learning strategies used by first-year engineering undergraduate students at Universidad Católica in Chile. Creative Education, 3(06), 811.
Liebendörfer, M., Göller, R., Gildehaus, L., Kortemeyer, J., Biehler, R., Hochmuth, R., ... & Schaper, N. (2022). The role of learning strategies for performance in mathematics courses for engineers. International Journal of Mathematical Education in Science and Technology, 53(5), 1133-1152.
Fang, N., bin Daud, M. F., Al Haddad, S. A., & Mohd, K. (2017). A quantitative investigation of learning styles, motivation and learning strategies for undergraduate engineering students. Global Journal of Engineering Education, 19(1), 4-29.
Whisler, L., Stephan, A. T., & Stephan, E. A. (2019). Promoting metacognitive awareness in a first-year learning strategies course for cohorted general engineering students. In 2019 ASEE Annual Conference & Exposition.
Lawanto, O., & Santoso, H. (2013). Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes. International Education Studies, 6(3), 88-104.
Kasalak, G., & Dagyar, M. (2020). University student satisfaction, resource management and metacognitive learning strategies. Teachers and Curriculum, 20, 73-85.
Pellicano, F. G., Haven, W., Haven, W., Martinez, C., & Haven, W. (2020). Establishing Baseline Data on Student Success in Embedded Systems Education. 2022 IEEE Frontiers in Education Conference (FIE), 1–4. https://doi.org/10.1109/FIE56618.2022.9962525
Ridwan, I. I. (n.d.). Rasch Measurement Analysis for Validation Instrument to Evaluate Students Technical Readiness for Embedded Systems. 2016 IEEE Region 10 Conference (TENCON), 2115–2119.
https://doi.org/10.1109/TENCON.2016.7848399
Wenden A and Rubin J (1987) Learner Strategies in Language Learning. New Jersey: Prentice Hall.
Abu Abeeleh, T. W., Al-Ghazo, A., & Al-Sobh, M. (2021). Reading comprehension problems encountered by EFL students at Ajloun National University. International Journal of Language and Linguistics, 8(1), 6-15.
(Ismail et al., 2023)
Ismail, N. A. B., Hamid, F. K. B. A., Latif, Z. I. B. A., & Atan, F. B. M. (2023). General Learning Strategies in Engineering: A Case of Digital Electronic System in Electrical Engineering. International Journal of Academic Research in Progressive Education and Development, 12(3), 2299-2313.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
