System modelling: Exploring engineering students perceptions and learning outcomes

This study explored the students' perceptions and key learning outcomes with the use of system modelling (SM) instructional strategy. Specifically, the study sought to understand students' perceptions and experiences with the use of SM in enhancing their conceptual and application knowledg...

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Bibliographic Details
Published in:Systems research and behavioral science 2024-07, Vol.41 (4), p.598-613
Main Authors: Amida, Ademola, Hung, Woei, Algarni, Sameera
Format: Article
Language:English
Subjects:
conceptual
Critical thinking
Diagrams
Educational objectives
Engineering
Engineering education
Interviews
Learning
learning outcomes
Modelling
Perceptions
problem‐solving
Qualitative analysis
Skills
Student attitudes
Students
system‐modeling
system‐thinking
Thinking skills
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Summary:This study explored the students' perceptions and key learning outcomes with the use of system modelling (SM) instructional strategy. Specifically, the study sought to understand students' perceptions and experiences with the use of SM in enhancing their conceptual and application knowledge, as well as problem‐solving and system thinking skills. The study employed a qualitative inquiry approach to gain insight into engineering students' experiences. Data were collected using semi‐structured interviews and students' artefacts, including problem‐solving surveys and modelling diagrams. Overall, the findings indicated promising effects of the SM approach on students' learning outcomes. Seven major themes emerged from the interview data, including problem diagnosis, interconnection, linearity, external representation, wholeness, organized problem‐solving approach and systematic process. The problem‐solving inventory survey responses indicated that participants believed that the SM approach enhanced their problem‐solving skills. Furthermore, the model diagram analysis suggested that all participants showed moderate gain in system thinking skills after the SM strategy. This paper presents these findings and the pedagogical implications for engineering education.
ISSN:1092-7026
1099-1743
DOI:10.1002/sres.2996