In engineering, it is important for students to develop strong problem analysis skills; however, this skill development may be hindered by a reliance on memorization. In this study, a survey was used to investigate undergraduate engineering student perspectives towards their curriculum and memorization and their styles using Bigg’s revised two-factor Study Process Questionnaire (R-SPQ-2F).The majority of the participants are characterized as students having good study habits, a deep motivation, and deep strategies when approaching their education. They generally recognize the decreasing importance of memorization as they progress in the engineering curriculum. There is also a fairly large subset of students that are classified as deep motivation but surface strategy. Most students believe that at least 50% of an exam should contain questions similar sample problems or assignment questions and surface learners tend to perceive exams to be unfair if too many questions are dissimilar. There was no observed correlation between grades and the R-SPQ-2F results in the courses examined. These results tend to support the hypothesis that surface strategies, including memorization, are being employed by undergraduate students as a means of obtaining adequate performance in lieu of problem analysis skill development.
Investigating Design Performance of Interdisciplinary Undergraduate Engineering Student Teams
