The transition phase is a critical moment to the students who have completed their secondary school education and are proceeding to pre-university education. The long duration of exposure to rote learning and examination-oriented education system at school has somehow shaped these students' mindset about teaching and learning. Thus, this paper aims to examine the quality of the first year students' experience in constructing their knowledge and skills throughout the Foundation in Engineering programme. This experience refers as metacognitive awareness namely students' learning experience from one mode of thinking to the other and construct meaningful knowledge and skills. The researchers used the Metacognitive Awareness Inventory (MAI) (Schraw and Dennison, 1994) as a rating tool to trace the students' baseline in metacognition and access their successive levels of metacognitive awareness throughout their first semester in the Foundation in Engineering programme. The students showed significant improvements in a number of metacognitive sub-processes. The findings provided the details of the quality of the programme's efficacy and served as a benchmark for future development of effectiveness of teaching and learning approaches.
Betsy Lee Guat Poh, University of Nottingham Malaysia Campus, Malaysia
Kasturi Muthoosamy, University of Nottingham Malaysia Campus, Malaysia
Chiang Choon Lai, University of Nottingham Malaysia Campus, Malaysia
Ooi Chel Gee, University of Nottingham Malaysia Campus, Malaysia
Stream: Higher education
This paper is part of the ACEID2016 Conference Proceedings (View)
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