Perception and Reality of Learning Barriers in an Electronics Course

Abstract

Students often express their anticipated learning difficulties when they enter a course. Keeping a record of such statements raised questions as to whether their perceptions were realized in practice. 1677 students taking an undergraduate electronics course were asked to describe their anticipated difficulties in writing. Many of these were anticipations of difficulties outside the learning syllabus, rooted in domestic, financial, and personality problems. Accordingly, a learning barrier was defined as any factor which hinders a person's intentions or goals. The students ranked the most frequent responses of the group in order of anticipated difficulty. Their performance in electronics was measured by a test of previous knowledge given at the beginning of the course and by examination scores at the end. Some anticipated learning difficulties were associated with real learning difficulties in practice. Lack of practical experience and unfamiliarity with the vocabulary of electronics were indicated as disadvantages for some students at the start of the course. Using research findings, the presentation sequence of some concepts was changed to smooth out barriers which presented steep profiles to the students. Equalizing studies were recommended to bring individuals up to a baseline from which they could effectively learn.