Student learning approaches and meta-cognition during an introductory chemical engineering subject, comparing traditional hand calculations with use of simulation software: a qualitative analysis

This investigation analysed the different modes of learning prevalent amongst a cohort of first year engineering students in an introductory one semester first year mass and energy balances subject ENG1101, which combined traditional teaching methods with innovative computer-based instruction, using the HYSYS simulation package. Adopting a nonintrusive, qualitative and ethnographic stance, it sought to find explanations in particular, for two critical faculty observations, namely (i) that student exam results were consistently superior in HYSYS compared to ‘hand calculations’ and (ii) of students in the ensuing 2nd year subject showing few signs of recall of 1st year hand calculation methodology. This necessitated students having to be ‘re-taught 1st year methods of hand calculations once again, leading faculty members to question the ideal right ‘mix’ of teaching methodologies for hand-calculations with respect to simulation, for best learning outcomes. In view of the relative dearth of published literature in this specific area of research, relevant applicable research methodology as well as a broad ranging literature review of issues relating to theories of learning and teaching have been presented, as a necessary prelude to presentation of findings, their discussion and conclusions arising thereon. The research methodology involved selection of a random sample of half of the overall student population, distribution and evaluation of questionnaires, conduct of interviews and monitoring of student performances in tests and examinations. Concurrently, staff members’ views on aspects of the subject and student learning were determined through separate faculty questionnaires. In addition the performance of students at post-semester tests in hand calculations and HYSYS with regard to knowledge retention were carried out. The onward progress of students belonging to the same cohort was tracked into the follow on 2nd year subject CH2113. The results substantiated faculty observations of inferior marks in hand calculations relative to HYSYS. By adopting the lens of Approaches to learning, it has been possible to conclude that consistently poor performances in hand calculations were a consequence of a Surface approach induced in students by the pedagogy adopted in this subject. A paradigm change from Conceptual Understanding (Deep approach) early in the semester to an irreversible algorithmic memory-orientated (Surface approach) was detected as the semester progressed, which could be attributed to assessment criteria and subject pedagogy that emphasized among other factors, formula memorization so as to respond to stylistic multichoice questions, where only numeric answers mattered. In HYSYS simulations, students followed routine procedures in identical ‘open-book’ tests, raising thereby important issues xii regarding the validity of comparison in scores between the two types of tests. From observations of students adopting HYSYS protocols without ever referring to HYSYS manuals after the 1st HYSYS examination of 2004, an analogy is drawn to a possible parallel to Schacter’s memory model as well as that of Merriam (2003). A schematic composite model based on memory and cognition is advanced to explain why under the conditions of testing, students will always score higher in HYSYS tests. It has been shown how an alternative method of marking hand calculations based on demonstration of understanding can give greater discrimination of student ability and a more accurate picture of student learning. Suggestions are made for the deliberate introduction of Deep learning approaches and encouragement of meta-cognition in student tasks. Testing for Deep learning as well as competency in performance of process calculations are advocated in both HYSYS and hand calculations. The primary aims are to ensure that students adopt Deep approaches so as to be able to exploit the analytical potential of the HYSYS software to best advantage, as well as to be able to use HYSYS interchangeably with hand calculations whenever warranted. This implies Deep learning approaches in both forms of computation. Alternative suggestions are advanced whereby the teaching schedule could be re-arranged for more available interaction time with students. In connection with assessment processes, if the multi-choice answer was the preferred instrument, it is demonstrated how both competency in calculations as well as knowledge of facts or conceptual understanding could all be assessed interactively and individually through computer grading. Deficiencies in learning according to identified criteria for good learning are identified and corrective measures suggested for Eng 1101, adopting some of the recommendations emanating from Pintrich’s critique of motivational learning. Finally, on the basis of these studies, a pedagogic model for improved learning outcomes is advanced.