| Abstrakt: |
This study interviewed 33 students from four different institutions in a variety of engineering and computer science majors in order to understand how and why students study the way they do. The institutions involved in this research include two types of Carnegie 2010 Classifications (Master's L and RU-VH), geographical locations in the northwest, northeast, and midwest, both public and private institutions, and enrollments varying from 3,500 to 29,000 students (total undergraduates among all majors). Although this interview pool does not provide a large sample size, and thus results must be interpreted qualitatively and with caution, we found that a majority of students begin their studying alone and seek help only later when they run into trouble with their coursework. Despite the fact that this Start alone, End together model for studying was the predominant approach among interviewees, the reasons for choosing this mode of studying vary. For example, students at the small Women's college in this study reported easy accessibility to faculty as a reason to refrain from studying in groups, while students at the large research university reported a need to focus properly, learn fully, and make the most efficient use of limited time as the prevalent reason for beginning their study alone. Furthermore, when asked how they prefer to study, many students shift from a Start alone, End together model to a Start alone, End alone model, suggesting that students may have unrealistic expectations of being able to complete assignments and study on their own. Still other students, while making the best of Start alone, End together, expressed that they would much rather work in a group from start to finish. The results of our student interviews suggest the need for a larger study that investigates how prevalent the Start alone, End together model of studying is among a large, representative sample of engineering and computer science students and if it is an arrangement that students are genuinely seeking or simply settle for in their informal study group strategies. Furthermore, if most students favor or wind up in a Start alone, End together model of studying on their own in informal academic activity, this would suggest the need for faculty and other instructors to structure team or group activities to allow for a period of working alone before progressing toward building genuine and productive teamwork among members of a group. [ABSTRACT FROM AUTHOR] |
