Factors influencing first-year students' success in mathematics

2000 ◽  
Vol 31 (1) ◽  
pp. 3-14 ◽  
Author(s):  
Glenda Anthony
Keyword(s):  
First Year ◽  
First Year Students ◽  
Factors Influencing ◽  
Students Success

CAD Platform Independent Software for Automatic Grading of Technical Drawings

2017 ◽  
Author(s):  
Sanchit Ingale ◽  
Anirudh Srinivasan ◽  
Diana Bairaktarova
Keyword(s):  
Engineering Students ◽  
Spatial Reasoning ◽  
Learning Experience ◽  
Spatial Visualization ◽  
First Year ◽  
Spatial Skills ◽  
First Year Students ◽  
Pedagogical Tool ◽  
Students Success ◽  
Mechanical Objects

Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.

scholarly journals How Do Their Initial Goals Impact Students' Chances to Graduate? An Exploration of Three Types of Commitment

2006 ◽  
Vol 26 (1) ◽  
pp. 13-18 ◽  
Author(s):  
Steven S. Graunke ◽  
Sherry A. Woosley ◽  
Laura L. Helms
Keyword(s):  
Degree Completion ◽  
Academic Major ◽  
Institutional Commitment ◽  
First Year ◽  
Educational Goal ◽  
First Year Students ◽  
Theory Research ◽  
The Impact ◽  
First Time ◽  
Students Success

Although previous research has not consistently shown that uncertainty about academic major negatively impacts graduation, commitment is largely believed to affect college students' success. We investigated the impact of institutional commitment, commitment to an educational goal, and commitment to an academic major on the probabilities of graduation for a cohort of first-time first-year students. Results indicate that students with high institutional commitment and commitment to an educational goal were the most likely to graduate within 6 years, while commitment to an academic major was negatively associated with probabilities of degree completion. Suggested implications for advisors include fostering educational development, enhancing a student's bond with the institution, and encouraging students to explore academic major options. Relative emphasis: * theory, research, practice

scholarly journals The Ability of Students in Using English Adverbs at State Politechnic of Pangkajene Kepulauan

2019 ◽  
Vol 2 (3) ◽  
pp. 431-438
Author(s):  
Yusri Muhammad Yusuf ◽  
Bj Pratiwi
Keyword(s):  
Descriptive Analysis ◽  
First Year ◽  
First Year Students ◽  
Factors Influencing

This research is about the ability of the first year students of the Agribusiness Department in using English adverb. Based on it, it is present two problems namely: 1) How is the ability of the first year Students of the Agribusiness department in using English adverb? 2) What are the factors influencing the students’ ability in using adverbs?. To answer the question above, the writer collects data by using test and questionnaire. The data collected through the instruments were analyzed by using descriptive analysis. The result of the research shows that some of the students in Agricultural State Polytechnic of Pangkep were less interested in English, especially in using adverbs. The first year Students of the Agribusiness department can only be classified into poor. This achievement was influenced by the low of the students’ interest and the lack of the English books.

scholarly journals Socially-Psychological Factors of Adaptation of FirstYear students in the Higher and Average Professional Educational Institutions

2012 ◽  
Vol 1 (3) ◽  
pp. 54-56
Author(s):  
O. N. Lokatkova ◽  
Keyword(s):  
Higher Education ◽  
Psychological Factors ◽  
Educational Institutions ◽  
First Year ◽  
First Year Students ◽  
Successful Adaptation ◽  
Factors Influencing ◽  
Students First

The article reveals features of adaptation of students-first-year students in establishments of an average professional reveal and higher education, the socially-psychological factors influencing process of adaptation of students are investigated. Reveals communication between successful adaptation and the sociallypsychological factors.

scholarly journals Integrated Support Strategies for Promotion of Students’ Retention and Achievement During First Years of College

2020 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Beverlyn Grace-Odeleye
Keyword(s):  
Student Performance ◽  
Educational Administration ◽  
Performance Persistence ◽  
First Year ◽  
First Year Students ◽  
Academic Difficulties ◽  
Social Challenges ◽  
Post Secondary ◽  
Higher Educational ◽  
Students Success

Persistence and increased retention is a major focus in higher educational administration. The first-years of transition to college is a multi-dimensional new academic experience, noncognitive, and social challenges, often a disorienting period which can lead to academic difficulties. This review examines the literature for strategies, institutional policies and approaches for effective retention and first-year students’ success programs supported by evidence that contributes to satisfactory student performance, persistence and retention in post-secondary education. This review aim to develop a knowledgeable perspective on higher educational integrated and collaborative guiding principles for refining student learning and success efforts for improvements in student performance, persistence, and retention. The implications for practice are discussed and recommendations for of institution-wide collaborative critical strategies supported by data proven effective for the promotion, retention and success of first-year students’ success is provided.

Exploring Student Support in a Completely Online Module Within an Open Distance eLearning Institution

2021 ◽  
Vol 11 (4) ◽  
pp. 33-44
Author(s):  
Jabulani Owen Nene
Keyword(s):  
Transformative Learning ◽  
Narrative Analysis ◽  
First Year ◽  
Transformative Learning Theory ◽  
First Year Students ◽  
Support Mechanism ◽  
Online Module ◽  
E Learning ◽  
The University ◽  
Students Success

Most first-year students lack technological skills, which hampers their learning. Within the University of South Africa (UNISA), as an open distance and e-learning (ODeL) institution, first-year students require support to succeed, particularly because they are responsible for managing their own time and studies. Using a signature course, such as ‘Language through an African Lens' (AFL1501), which is a completely online module offered by the College of Human Sciences, the author explores how qualtrics data and narrative analysis aid students in completing their coursework. The article further touches on the significance of UNISA tools and other online resources as fundamentals of connectivism, the theory of technology as an extension of human faculty, and transformative learning theory as a support mechanism. The contributions of the lecturer and teaching assistants in facilitating first-year students' success in the online module are invaluable, as is evident from this report involving 600 survey respondents from Unisa.

scholarly journals TEACHING FIRST-YEAR STUDENTS TO COMMUNICATE PROBLEM ANALYSIS AND INVESTIGATION WITH AN ENGINEERING-SPECIFIC WRITING MODEL

2020 ◽  
Author(s):  
George Lamont ◽  
Stephan Lambert
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Problem Analysis ◽  
First Year Students ◽  
Engineering Programs ◽  
Students Success

The ability to communicate problem analysis and investigation is crucial to engineering students’ success. The Swales CARS model has generated considerable pedagogical interest because it describes how many engineers communicate in diverse documents. However, research has not yet reached any consensus about how effectively this model improves students’ ability to communicate problem analysis and investigation. In previous work, we reported that teaching the Swales CARS model and deploying an engineering case increased the students’ confidence to critique their own projects, but that study only focused on student impressions of their ability. To address this gap and expand on previous work, we evaluated students in a first-year engineering-communications course to determine whether teaching the Swales CARS model improved their ability to communicate problem analysis and investigation. Our results show our expanded approach generates considerable gains in these skills, which has far-reaching implications for the design of communications instruction in engineering programs. 

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