No abstract

Calculus-based introductory physics courses are known for presenting learning challenges to engineering students. Learning outcomes in these courses affect subsequent student performance in courses that demand a high level of conceptual understanding of physics. In this study we analyze student survey results to explore the impact of factors such as learning goals, study habits and skills, and learning readiness on student outcomes. Survey participants responded to questions from the Maryland Physics Expectations Survey (MPEX), and a mixture of quantitative and qualitative research methods was applied for data collection. Conclusions draw on data analyses using an alternative taxonomy model in the cognitive domain. This study's findings reinforce our view that metacognition (knowledge of cognition) and knowledge construction play an important role in learning. These findings also deepen our understanding of why some engineering students struggle in physics classes and shed light on how to assist students in these courses.