Abstract

The current study evaluated engineering college students’ self-regulated learning (SRL) strategies while learning electric circuit concepts using enhanced guided notes (EGN). Our goal was to describe how students exercise SRL strategies and how their grade performance changes after using EGN. Two research questions guided the study: (1) To what degree students’ grade performance change after using the EGN?; and (2) To what degree students’ SRL profiles change after using the EGN? The subjects for this study were 97 engineering students enrolled in the Fundamental Electronics for Engineers course at a university in Utah. A survey instrument developed using Butler and Cartier’s SRL model was used to capture SRL strategies with a focus on the sixth feature which includes including planning, monitoring, and regulating. Regular examinations and the DC/AC conceptual inventory were used to assess grade performance. Descriptive statistics, independent and paired t-tests, and a cluster analysis technique were used to analyze survey data. A phenomenological data analysis was used to analyze interview transcripts to support findings from questionnaire data. The findings revealed an improvement on students’ grade performance. Data analysis of the SRL survey revealed that students’ had different SRL profiles. Students in the improved group reported a greater awareness of planning, monitoring, and regulating strategies. On the other hand, those in the declined group showed a lower awareness of the SRL strategies at the end of semester. In addition, emergent themes related to students’ SRL and learning experience while using the EGN were found. This article will also discuss the potential implications for electric circuit concepts instructions.

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