scholarly journals Relationship between motivation, learning habit and overall results of polytechnic mechanical engineering student

10.32698/0131 ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 41
Author(s):  
Akasyah Mohd Khathri ◽  
Che Haspu Robiah Daud
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Descriptive Analysis ◽  
Internal Motivation ◽  
Significant Difference ◽  
Engineering Department ◽  
Motivational Style ◽  
External Motivation

Motivation and learning habit generally play an important role in influential the results of a student's exam. This study aims to determine the relationship between motivations, learning habit and overall achievement in the second semester of Mechanical Engineering students at Terengganu Polytechnic. The study also aims to identify the differences in learning by gender at early achievement in the previous semester. To achieve this goal, the method of survey is conducted. Samples consisted of 196 students in second semester out of four programs in Mechanical Engineering Department. The study instrument used was Selmes Learning Inventory which presented four learning styles, namely deep-style, surface-style, well-organized style and diligent. The fifth style of learning, motivational style has been modified to measure the internal and external motivation. Data collected were analyzed descriptively and inferred using SPSS software. The results of the descriptive analysis found that students had high internal motivation as compared to external motivation as well as practicing surface style and deeper style than planned and diligent style. Inferential analysis results found that the overall achievement of the second semesters had a relationship with the in-depth learning style, effort and planning. There is a significant relationship between deep learning style and internal motivation. There was no significant difference in learning habit by gender and early achievement. The implication of this study is that motivation plays an important role in determining the choice of learning methods practiced by the students.

The Learning Styles of Taiwanese Mechanical Engineering Students

2011 ◽  
Vol 418-420 ◽  
pp. 2143-2146
Author(s):  
Chin Min Hsiung ◽  
Chi Chang Lin
Keyword(s):  
United States ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Internal Consistency ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
The United States ◽  
Learning Performance

Learning style has been proven to be an important factor that affects student learning performance. By knowing student learning styles, instructors can modify teaching material and teaching methods accordingly for the greater benefit of students. By understanding the strengths and weaknesses of learning styles, students may adopt complementary learning strategies, thus improving their performance. The Index of Learning Styles (ILS) developed by Felder and Soloman has been widely used in the context of engineering education to enhance both teaching and learning. However, the general statistics and reliability of its Chinese version have not been reported. In this study, we conducted a survey, and 223 students majoring in mechanical engineering at National Pingtung University of Science and Technology (NPUST), Taiwan, participated. This study involved a comparison of the learning style profiles of the students against the results of prior related research conducted in the United States. Subsequently, the internal consistency coefficients of Cronbach’s alpha were examined. The results show that the participants were active, perceptive, visual, and sequential learners, similar to their counterparts in the United States. The internal consistency coefficients on the four dimensions in ILS are 0.49, 0.59, 0.64, and 0.36, respectively. The statistics are lower or approximately equal to those of the English version ILS.

scholarly journals Student’s Learning Style and Achievement after Being Taught Contextually

2021 ◽  
Vol 6 (SI4) ◽  
pp. 103-107
Author(s):  
Zulkarnain Md Amin ◽  
Nafisah Kamariah Md Kamaruddin ◽  
Norziha Che Him ◽  
Ahmad Badruridzwanullah Zun
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Engineering Students ◽  
Publishing House ◽  
Digital Learning ◽  
Significance Level ◽  
Significant Difference ◽  
Quasi Experimental ◽  
International Publishing ◽  
Open Access Article

Contextual learning combines examples taken from everyday experience. The purpose of this research is to identify whether learning contextually will improve students' achievement. A quasi-experimental design used. The engineering students were divided into contextual and non-contextual groups. The Neuro-Linguistics Programming (NLP) VAKD Preferred Representational Systems Test shows, majority of both groups use auditory digital learning styles. There is a significant difference at a significance level of .05, in the achievement test where the contextual groups performed better. The majority of the students in both groups are auditory digital learning styles, learning statistics contextually is an effective method for engineering students. Keywords: NLP VAKD, learning styles, statistics, contextual eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI4.2908

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN GAYA BELAJAR TERHADAP HASIL BELAJAR GAMBAR TEKNIK MESIN SISWA SMK DI MEDAN

2016 ◽  
Vol 9 (1) ◽  
Author(s):  
R Mursid
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Learning Strategy ◽  
Visual Learning ◽  
Significance Level ◽  
Quasi Experimental

Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui: (1) hasil belajar gambar teknik mesin antara siswa yang diajar dengan strategi pembelajaran Mind Map dan ekspositori, (2) hasil belajar gambar teknik mesin antara siswa yang memiliki gaya belajar visual dengan kinestetik, (3) interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Gambar teknik mesin. Populasi penelitian ini adalah seluruh siswa kelas X Program keahlian teknik mesin SMK Negeri 2 dan SMK Negeri 5 Medan. Metode penelitian yang menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifikansi α = 0,05. Temuan penelitian menunjukkan bahwa: (1) hasil belajar gambar teknik mesin siswa yang diajar dengan strategi pembelajaran Mind Map, lebih tinggi dari pada ekspositori, (2) hasil belajar gambar teknik mesin siswa yang memiliki gaya belajar Kinestetik lebih tinggi daripada gaya belajar Visual, (3) terdapat interaksi antara strategi pembelajaran dan gaya belajar terhadap hasil belajar Gambar teknik mesin. Perhitungan uji lanjut dengan uji Scheffe menunjukkan hasil belajar Gambar teknik mesin siswa yang memiliki gaya belajar kinestetik lebih tinggi bila diajar dengan strategi pembelajaran Mind Map, sedangkan hasil belajar Gambar teknik mesin siswa yang memiliki gaya belajar visual lebih tinggi bila diajar dengan strategi pembelajaran ekspositori. Kata Kunci: strategi pembelajaran mind map dan ekspositori, gaya belajar, gambar teknik mesin Abstract: The purpose of this study is to determine: (1) the results of studying images of mechanical engineering among students who are taught by learning strategies Mind Map and expository, (2) the results of studying images of mechanical engineering among students who have a visual learning style with kinesthetic, (3 ) interaction between the learning strategies and learning styles on learning outcomes Figure engineering. The population of this research is all class X students of mechanical engineering expertise program SMK Negeri 2 and SMK Negeri 5 Medan. The research method using quasi-experimental research design 2 x 2 factorial ANOVA Analysis using two lanes at significance level α = 0.05. The findings show that: (1) the results of studying images of mechanical engineering students who are taught by learning strategy Mind Map, higher than in the expository, (2) the results of studying images of mechanical engineering students who have learning style Kinesthetic higher than learning styles Visual, (3) there is no interaction between the learning strategies and learning styles on learning outcomes Figure engineering. Further test calculations with Scheffe test showed learning outcomes Figure engineering students who have a kinesthetic learning style higher when taught by Mind Map instructional strategies, while learning outcomes Picture mechanical engineering students who have a visual learning style higher when taught by expository strategy. Keywords: learning strategies mind map and expository, learning styles, mechanical engineering drawings

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

scholarly journals Construction and Implementation of Teaching Mode for Digital Mapping based on Interactive Micro-course Technology

2018 ◽  
Vol 13 (02) ◽  
pp. 21
Author(s):  
Ning Gao
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Classroom Organization ◽  
Teaching Mode ◽  
Self Evaluation ◽  
Internet Education ◽  
Digital Mapping ◽  
Engineering Department ◽  
Evaluation Of Learning ◽  
Teaching Ideas

The era of “Internet + education” has caused reforms in teaching ideas, teaching modes, and learning styles. The emergence of micro-course technology provides new strategies for integrating learning styles. Task-driven digital mapping teaching, known as traditional classroom organization, has poor teaching effect due to single learning style and strategy. A new teaching mode for digital mapping was constructed in this study based on micro-course technology by combining interactive micro-course technology and digital mapping teaching to adapt to the demands of modern teaching. This teaching mode mainly included four modules, namely, micro-courseware, micro-video, micro-exercise, and micro-examination. It realized the hierarchical teaching of knowledge points in digital mapping course, simplification of basic principles, simulation of engineering cases, and self-evaluation of learning outcomes. The teaching mode was applied to 114 students from the Mapping Engineering Department of Henan University of Urban Construction. Results indicate that the proposed teaching mode based on interactive micro-course technology promoting the independent after-class learning of the students, stimulating their learning enthusiasm, enhancing their practical abilities of the students, and improving the effect of teaching. This mode of teaching provides a new concept for the teaching mode reform of other courses in mapping engineering.

scholarly journals Analisis Kebutuhan: Pembelajaran Bahasa Inggris Berbasis Padlet di Teknik Mesin Universitas Islam Riau

GERAM ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 63-72
Author(s):  
Fauzul Etfita ◽  
Sri Wahyuni
Keyword(s):  
Mechanical Engineering ◽  
English Language ◽  
Engineering Students ◽  
Needs Analysis ◽  
Fundamental Aspect ◽  
Structured Interviews ◽  
Teaching Materials ◽  
Engineering Department ◽  
Academic Year

Teaching materials are a set of tools or facilities that contain materials, methods and evaluations used by teachers or lecturers in learning. So far, the teaching materials released by several developers have rarely been in accordance with the needs of Mechanical Engineering students, where some of the teaching materials available still use general English. In this study, in order to compile an appropriate teaching material, researchers have conducted a needs analysis. Needs analysis is a fundamental aspect for English language lecturers for specific purposes (ESP) in identifying information or the main needs of students and investigating areas of student shortages. In line with this statement, this research is a case study design that aims to determine the needs of mechanical engineering students in learning English through Padlet at the Faculty of Engineering in the 2019-2020 academic year. The data in this study were collected from researcher observations, questionnaires and semi-structured interviews with 40 students and two English language lecturers in the Department of Mechanical Engineering. The results revealed that speaking and writing are the main focus of English skills in the Mechanical Engineering department and listening along with reading are the next English skills needed than others.

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

scholarly journals The Effect of Teaching Techniques and Learning Styles to Improve Students’ Speaking Skill

2018 ◽  
Vol 1 (2) ◽  
pp. 48-59
Author(s):  
Rani Dewi Yulyani
Keyword(s):  
Data Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Role Play ◽  
English Department ◽  
Teaching Techniques ◽  
Speaking Test ◽  
Significant Difference ◽  
Speaking Skill

This research aims, firstly, to analyze the significant effect of role-play and discussion techniques on the students’ speaking skill. Secondly, to analyze the significant difference of the students who are holistic learners with those who are sequential learners regarding their speaking skill. Thirdly, to discuss the interaction regarding the teaching techniques and learning style concerning the students’ speaking skill. The objects of the research were two classes of English department students, Universitas Pamulang (UNPAM). The instruments used were the speaking test and questionnaires. The method of the data analysis was quantitative using SPSS 20. The result of the research shows, firstly, there was a significant effect of the role-play technique and discussion on the students’ speaking skill. Secondly, there was no significant difference concerning the students who are holistic learners with those who are sequential learners, regarding the speaking skill. Thirdly, there was no interaction between teaching techniques and learning styles in relation with students’ speaking skill.

scholarly journals Komparasi Tingkat Hasil Belajar Berdasarkan Gaya Belajar Visual, Auditorial, dan Kinestetik

2021 ◽  
Vol 3 (1) ◽  
pp. 37-48
Author(s):  
Nastiti ◽  
Wahyu Rika Agustin
Keyword(s):  
Social Studies ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Good Learning

The purpose of the study was to determine whether there was a difference between learning outcomes based on VAK learning styles (visual, auditory, kinesthetic) in Integrated Social Studies subjects for seventh grade students of SMP Negeri 1 Patianrowo. Researchers used a comparative quantitative approach with a comparative causal design or ex post facto. The population in the study were all students of class VII, amounting to 295 students and the sample was 59 students taken from class VII H and I. The sample was taken using simple random sampling technique. The study used a questionnaire and documentation as data collection instruments. While the data analysis technique used kruskal wallis. The results showed that good learning outcomes based on visual learning styles were 20%, low learning outcomes were 60%, and moderate learning outcomes were 20%. Furthermore, good learning outcomes based on auditory learning styles are 68%, low learning outcomes are 3%, and moderate learning outcomes are 29%. Finally, good kinesthetic learning outcomes are 22%, low learning outcomes are 73%, and low learning outcomes are 5%. Based on these results, it can be concluded that there is a significant difference in learning outcomes based on learning styles using the VAK learning style in Integrated Social Studies subjects class VII SMP Negeri 1 Patianrowo. This can be seen from the sig value. namely 0.000 <from the significance level of 5% (0.05).

Moving Beyond Traditions

2012 ◽  
Vol 2 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Anders Berglund
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Engineering Students ◽  
Deep Level ◽  
Teaching Style ◽  
Past Research ◽  
Student Centered ◽  
Collective Work ◽  
Common Learning ◽  
Thesis Writing

Student learning is built on native ability, prior preparation and experiences but also by the compatibility of his or her learning style and the instructor’s teaching style. Past research (Kolb, 1984; Felder & Silverman, 1988; Baillie & Moore, 2004; Biggs & Tang, 2007; Crawley, Malmqvist, Ostlund, & Brodeur, 2007) indicate mismatches between engineering students’ common learning styles and traditional teaching styles. This paper addresses a transition from a teacher centered approach to a collaborative student centered approach. A longitudinal study of bachelor thesis redesign is described by following the progression in three parallel courses over four consecutive years. Moving beyond the traditional practices of individual thesis writing, a strict individual assignment has been transformed where roughly 50% now originates from collective work efforts. Findings show support to a collective approach when working with bachelor thesis writing as work groups become self-governed, attached with a creative disposition, pursuing functioning knowledge, key generic skills of industrial relevance, and collectively supporting deep level learning.

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