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Measuring self-regulated learning (SRL) skills of engineering college students while using enhanced guided notes (EGN) promotes a better understanding of how students deal with notetaking activities. This study focused on students’ task interpretation, cognitive strategies, and SRL processes including planning, monitoring, and regulating strategies while using EGN in an electric circuits course. The main objectives of this study were to (1) understand how students’ SRL skills changed after using EGN; and (2) evaluate how students’ conceptual understanding on electric circuits improved after using EGN. Ninety-seven students enrolled in the Fundamental Electronics for Engineers course at a land grant university participated in the study. A self-regulated learning survey instrument developed using Butler and Cartier’s SRL model was used to capture students’ task interpretation, cognitive strategies, and SRL processes. In addition, Holton’s DC/AC Circuits Concept Inventory was used to measure students’ conceptual understanding of DC/AC concepts. Participants were asked to complete both surveys twice online, at the beginning and end of the semester. Descriptive statistics, independent and paired t-tests, and a cluster analysis technique were used to analyze data. Data analysis of the SRL survey revealed that students had different SRL profiles. Students in the improved group reported a significant improvement in planning, monitoring, and regulating strategies. On the other hand, those in the declined group showed a lower awareness of all SRL skills at the end of semester. Furthermore, the findings revealed an improvement in students’ conceptual understanding. This article will also discuss the potential implications for electric circuit concepts instruction.

Investigating Students’ Self-Regulated Learning While Learning Electric Circuit Concepts with Enhanced Guided Notes