Dimensionality of Strategies in Learning Mathematics among Engineering Students

An Exploratory Factor Analysis

Abstract

Understanding how students learn is paramount for educators, as it allows them to tailor their teaching strategies and methodologies to effectively support student learning. In the context of mathematics education, this understanding becomes particularly crucial. Therefore, investigating the strategies employed by students in learning mathematics is of utmost importance. The primary objective of this study is to uncover the underlying strategies utilized by engineering students when learning mathematics. To achieve this objective, the researcher conducted a comprehensive examination of theories of learning mathematics and reviewed relevant literature in the field. Additionally, data were gathered from 50 engineering students regarding their approaches to learning mathematics. Based on the gathered information, a set of statement items was formulated, reflecting the various strategies identified. These statement items underwent validation by a panel of experts to ensure their reliability and relevance. Subsequently, the validated items were administered to a larger sample of 479 engineering students. Utilizing Exploratory Factor Analysis, the study identified five key strategies utilized by engineering students in their approach to learning mathematics. These strategies include Cognitive Strategies and Metacognition, Social Learning and Feedback, Consistent Practice and Review, Utilization and Self-Directed Learning, and Visual and Study Aids.