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A Comparative Study of Learning Motivation among Engineering Students in South East Asia and Beyond

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Abstract:

This investigation covers learning motivation among engineering students and the relationships between learning approaches and those motivating factors. A questionnaire-based research frame-work that addresses these motivating factors and their linkages with team learning and action-learning approaches was employed. The findings from the study provide insights into the development of teaching inventories for engineering students. To enable students to learn effectively, a supportive setting with pulling forces should be provided (i.e. rewards, achievement, clear goals) and a cooperative group-based learning environment should exist (i.e. group pressure). Based on this study, suggestions are offered regarding what can be developed to promote students' motivation.

Keywords: ACTION LEARNING; ENGINEERING EDUCATION; INFLUENCING FACTORS; LEARNING MOTIVATION; TEAM LEARNING

Document Type: Research Article

Publication date: January 1, 2009

More about this publication?
  • This journal serves as an international interdisciplinary forum of reference for engineering education.
    A balance between papers on developments in educational methods technology, case studies, laboratory applications, new theoretical approaches, educational policy and survey papers is aimed for.
    Comprehensive coverage of new education schemes and techniques makes the journal a unique source of ideas for engineering educators who are keen to keep abreast of latest developments in educational applications in all fields of engineering.
    Some of the areas covered more extensively in recent issues are: CAD, CAE, computer applications in teaching thermodynamics, material science, electrical engineering, new courses and curricula, engineering management, control engineering, mechanical engineering, engineering design, student evaluation and institutional accreditation.
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