Self-regulated learning strategies between the performing and non-performing students in statics

Abstract

Statics is one of the most difficult fundamental courses in engineering and a pre-requisite to other engineering courses in the mechanical and civil engineering programs. A study at a university in Malaysia [1] has shown that the number of students who passed the course is lower than those in other fundamental engineering courses offered. A research into the possible reasons has identified the self-regulated learning strategies (SRL) affecting concept understanding and students' performance in Statics [2]. The study recognized differences in SRL relationships between the different groups of students in terms of concept understanding and performance in Statics. However, the study did not investigate the differences in SRL usage between the groups of excellent students' achievement and the poor achievers. Therefore, this aspect is investigated in the current study.