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First year education students’ mental models of learning ICT and Education course

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Nguyen, T. & Henderson, L. (2008). First year education students’ mental models of learning ICT and Education course. In K. McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 1240-1245). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/27359.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2008
Las Vegas, Nevada, USA
March 3, 2008
ISBN 1-880094-64-9
  Karen McFerrin, Roberta Weber, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Trang Nguyen, Lyn Henderson, James Cook University, Australia

Abstract

Universities face a challenging task to reduce the attrition rate. Recent studies have suggested students' knowledge, critical thinking skills, and mental models influencing students' academic performance. Mental models theory has been adopted as the theoretical framework for this study. Pre and post surveys were administered to first year Bachelor of Education students at a regional university in Australia. A principal components factor analysis and MANOVA tests were conducted for the surveys. Results provided evidence that students reported changed mental models in factors such as Academic Engagement, Effective Learning Strategies, Disengagement, Ineffective Learning Strategies, and Collaboration during their first semester study. The changes in students' espoused (pre) and reflective (post) mental models are discussed. The study identified inadequate mental models that could influence their academic study and course completion.

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