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Reading as a learning strategy for engineering undergraduates.

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Title: Reading as a learning strategy for engineering undergraduates.
Authors: Fernando, W. C. D. K.1 kumari@kdu.ac.lk, Bandara, R. M. P. S.2
Source: Innovations in Education & Teaching International. Apr2022, Vol. 59 Issue 2, p183-192. 10p. 2 Diagrams, 3 Charts.
Subject Terms: *Reading, *Learning strategy instruction, *Kolb's Experiential Learning theory, *Critical thinking, *Reading comprehension
Abstract: One of the indicators of achieving the graduate attribute, Investigation, is to review the research literature, which needs both critical thinking and critical reading skills. The SQ4R strategy is used to develop the students' reading comprehension skills together with critical thinking. Thus, the main objective of this research is to develop the reading skills of students so that they will be able to conduct investigations using research-based knowledge. Semester Four Civil Engineering undergraduates were selected as the sample group and the quasi-experimental approach was used in this study. The results of the t-test revealed that there is a significant improvement from the pre-test to the post-test of the experimental group, which indicates that the SQ4R strategy was effective in developing reading comprehension skills. The students' write-up described how some of the students developed their thinking from a lower stage of Perry's model of cognitive development to an upper stage. [ABSTRACT FROM AUTHOR]
Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Reading as a learning strategy for engineering undergraduates.
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  Data: <searchLink fieldCode="JN" term="%22Innovations+in+Education+%26+Teaching+International%22">Innovations in Education & Teaching International</searchLink>. Apr2022, Vol. 59 Issue 2, p183-192. 10p. 2 Diagrams, 3 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategy+instruction%22">Learning strategy instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Kolb's+Experiential+Learning+theory%22">Kolb's Experiential Learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink>
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  Data: One of the indicators of achieving the graduate attribute, Investigation, is to review the research literature, which needs both critical thinking and critical reading skills. The SQ4R strategy is used to develop the students' reading comprehension skills together with critical thinking. Thus, the main objective of this research is to develop the reading skills of students so that they will be able to conduct investigations using research-based knowledge. Semester Four Civil Engineering undergraduates were selected as the sample group and the quasi-experimental approach was used in this study. The results of the t-test revealed that there is a significant improvement from the pre-test to the post-test of the experimental group, which indicates that the SQ4R strategy was effective in developing reading comprehension skills. The students' write-up described how some of the students developed their thinking from a lower stage of Perry's model of cognitive development to an upper stage. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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