The impact of environment on engineering students' academic performance: A pilot study

2011 ◽  
Author(s):  
Zuhaina Zakaria ◽  
Rosni Abu Kassim ◽  
Aisah Mohamad ◽  
Norlida Buniyamin
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Engineering Students ◽  
The Impact

Survey of Engineering Students' Use of Internet

2014 ◽  
Vol 6 (2) ◽  
pp. 45-55
Author(s):  
Radha M. Parikh
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
University Students ◽  
Engineering Students ◽  
Student Interaction ◽  
Student Behaviors ◽  
Use Of Internet ◽  
The Impact ◽  
Fine Tune ◽  
Indian Scenario

There is a lot of discussion on the effect of computers and Internet on students' academic performance but few in the context of the Indian scenario. Hence a study was conducted, of two groups of private engineering university students (345 respondents from each university). They were surveyed by administering online questionnaires, following a smaller pilot study to fine-tune the survey instrument. The main purpose of the research was to understand student behaviors related to time spent on computers and their relationship to academic performance. The data indicates that there is a correlation between academic performance and excessive use of Internet. The impact of faculty/student interaction and its relationship to academic performance needs further exploration.

scholarly journals A pilot study of pre- post anxiety treatment to improve academic performance for engineering students

2011 ◽  
Vol 15 ◽  
pp. 3826-3830 ◽  
Author(s):  
Prima Vitasari ◽  
Muhammad Nubli Abdul Wahab ◽  
Tutut Herawan ◽  
Ahmad Othman ◽  
Suriya Kumar Sinnadurai
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Engineering Students ◽  
Anxiety Treatment

scholarly journals Impact of EMI on Omani Engineering Students’ Academic Performance

2021 ◽  
Author(s):  
Holi Ibrahim Holi Ali
Keyword(s):  
Academic Performance ◽  
Engineering Students ◽  
Sampling Technique ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Colleges Of Technology ◽  
English Medium Instruction ◽  
Negative Impacts ◽  
Interpretative Approach ◽  
The Impact

Using English to teach and learn academic subjects in higher education (HE) across the globe is increasing in popularity. The overarching aim of this study is to examine the impact of English-medium instruction (EMI) on Omani engineering students’ academic performance and their studies in an English-medium engineering programme in Oman. This paper reports on findings from a larger project that was intended to investigate Omani engineering students’ experience of learning through the medium of English in one of the Colleges of Technology in Oman. The study adopted a qualitative interpretative approach with a case study strategy and a purposive sampling technique to look into the impact of EMI on Omani engineering students’ academic performance and their studies. The sample included 12 Omani engineering and 8 engineering instructors who were interviewed along with five classroom observations. The data were collected and generated through semi-structured interviews and classroom observations. They were analysed manually, inductively and thematically using Braun and Clarke’s model (2006). The findings showed that EMI had both positive and negative impacts on the students’ academic performance and their studies.

scholarly journals Research on Engineering Students Behavioral Analysis for Focused Aspirations

2019 ◽  
Vol 9 (1) ◽  
pp. 227-231
Keyword(s):  
Academic Performance ◽  
Engineering Students ◽  
Quality Education ◽  
Behavioral Analysis ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Behavioural Model ◽  
Proposed Model ◽  
Paper Engineering ◽  
The Impact

Quality education and career of the students is the primary goal of higher educational institutions. One method to achieve this is through on-campus and off-campus placements, wherein the students and educational institutions surpasses the ambition of the students as it is not clearly defined, which leads to interest killing and lack of passion at workplace in future. In this paper, engineering students’ data is analysed to present a behavioural model of students’ aspirations. The proposed model is for analysing the factors such as demographics, gender, academic performance and curriculum awareness that regulate the students’ behaviour on focussing on their ambition. The framework can be applied to extract valuable inferences that shows the impact of various parameters on students behaviour which can be of great help to institutions to guide and counsel the students.

scholarly journals Impact of EMI on Omani Engineering Students’ Academic Performance

2021 ◽  
Vol 12 (1) ◽  
pp. 309-324
Author(s):  
Holi Ibrahim Holi Ali
Keyword(s):  
Academic Performance ◽  
Engineering Students ◽  
Sampling Technique ◽  
Classroom Observations ◽  
Structured Interviews ◽  
Colleges Of Technology ◽  
English Medium Instruction ◽  
Negative Impacts ◽  
Interpretative Approach ◽  
The Impact

Using English to teach and learn academic subjects in higher education (HE) across the globe is increasing in popularity. The overarching aim of this study is to examine the impact of English-medium instruction (EMI) on Omani engineering students’ academic performance and their studies in an English-medium engineering programme in Oman. This paper reports on findings from a larger project that was intended to investigate Omani engineering students’ experience of learning through the medium of English in one of the Colleges of Technology in Oman. The study adopted a qualitative interpretative approach with a case study strategy and a purposive sampling technique to look into the impact of EMI on Omani engineering students’ academic performance and their studies. The sample included 12 Omani engineering and 8 engineering instructors who were interviewed along with five classroom observations. The data were collected and generated through semi-structured interviews and classroom observations. They were analysed manually, inductively and thematically using Braun and Clarke’s model (2006). The findings showed that EMI had both positive and negative impacts on the students’ academic performance and their studies.

An impact of simulation labs on engineering students' academic performance: a critical Investigation

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Naga Vamsi Krishna Jasti ◽  
Srinivas Kota ◽  
Venkataraman P.B.
Keyword(s):  
Academic Performance ◽  
Continuing Education ◽  
Student Learning ◽  
Student Performance ◽  
Engineering Students ◽  
Program Outcomes ◽  
Content Type ◽  
Theoretical Concepts ◽  
Application Analysis ◽  
The Impact

Purpose This paper aims to investigate the impact of simulation laboratory on continuing education engineering students’ academic performance. Design/methodology/approach The investigation consists of establishing the student learning levels then mapping the student learning levels (knowledge, comprehension, application, analysis, synthesis and evaluation) through program outcomes with appropriate evaluation components. 270 continuing education students enrolled during six years were selected to be observed as part of this study. These students were divided into two subgroups, one with 135 students who were offered simulation lab (G2) and the other 135 students were not offered simulation lab (G1) in this investigation. Subsequently, a comparative analysis was carried out on these two groups to assess the student performance in multiple evaluation components with respect to student learning level and program outcome achievement. Findings It was identified that student performance in the application, analysis, synthesis and evaluation learning levels has improved for the group with simulation lab, and no change or minimal change was observed for the group without simulation lab. It was revealed that the simulation lab practice problems needs to be aligned with the theoretical concepts in the course to get a better performance from the students. Originality/value The study was conducted in one of the leading institutes with 270 students’ performance observed over a period of six years. It is the comprehensive work done on a complete program with data collated over a period of six years in multiple courses and multiple assessments.

scholarly journals Blended Learning in an Upper Year Engineering Course: The Relationship between Students’ Program Year, Interactions with Online Material, and Academic Performance

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Ellen Watson ◽  
Luis F. Marin ◽  
Lisa N. White ◽  
Renato Macciotta ◽  
Lianne M. Lefsrud
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Engineering Students ◽  
Safety Management ◽  
Instructional Materials ◽  
Class Discussion ◽  
Material Research ◽  
And Performance ◽  
The Impact ◽  
The Relationship

At a comprehensive, public university in Western Canada, a fourth-year course in risk and safety management was recently made a requirement for all engineering students; depending on their program, students may take this course in their second, third, fourth, or fifth year of their program. As a result of increasing class sizes, this course was shifted from traditional to blended instruction. Since blending and opening this course to students with varying years of undergraduate engineering experience, instructors noted a difference in students’ maturity (e.g., a change in quantity and quality of in-class discussion, questions, participation, student-teacher interactions, and problem solving capabilities) and questioned whether this impacted their interactions with online material. Research examining the impact of blended learning in Engineering has primarily focused on large first-year undergraduate courses; research about blended learning in upper-year engineering courses is sparse. Studies investigating courses with students of varying years of experience in the program are virtually non-existent. Therefore, to better understand students’ interactions with online material during blended learning as connected to years in their program, we examined the relationship between levels of interaction and performance of students by year in program. This study analyzed approximately 2000 students’ interactions with online material and performance across five sections of a risk-management course in engineering. We found that students who had completed more years of their program interacted less with online material than students earlier in their undergraduate careers. Academic performance, on the other hand, was higher for students who had interacted more with online material and slightly higher for students who had completed more years in their program. These results suggest that the delivery of instructional materials may need to be tailored to students’ year in their program. Further implications and areas of future study are discussed. 

scholarly journals Investigating the Relationship between English Language Proficiency and Academic Performance of Engineering Students in Mehran University Jamshoro, Pakistan

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Bibi Sadia ◽  
Shumaila Memon ◽  
Habibullah Pathan
Keyword(s):  
Academic Performance ◽  
Pilot Study ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Engineering Students ◽  
Pearson Correlation ◽  
English Language Proficiency ◽  
Grade Point ◽  
The Relationship

The present study investigated the relationship between language proficiency and academic performance of students at Mehran university Jamshoro, Sindh. The study employed quantitative correlational research design to measure the variables. The researchers adapted English language test to measure the language proficiency of the learners. And CGPA (cumulative grade point average) to measure the academic performance of the research participants. The researchers collected data from 100 undergraduate students by doing simple random sampling. The data was collected in two phases: first pilot study and then main study. The pilot study was done before the actual research to measure validity and feasibility of the adopted English language proficiency test. The cronbach alpha was used to check reliability of the data. SPSS version 26 was used to perform the Pearson correlation analysis. The findings revealed that data was reliable with alpha value. 702 and the correlation was highly positive with a value of .826 at the significance value .000. The study confirms that the language has played a pivotal role to improve academic performance of the students studying in Mehran university of science and technology.

scholarly journals Personalized Computer Support of Performance Rates and Education Process in High School: Case Study of Engineering Students

2021 ◽  
Vol 11 (2) ◽  
pp. 135
Author(s):  
Nadezhda Zhiyenbayeva ◽  
Elvira Belyanova ◽  
Irina Petunina ◽  
Svetlana Dmitrichenkova ◽  
Elena Dolzhich
Keyword(s):  
Academic Performance ◽  
Engineering Students ◽  
Economic Transition ◽  
Personalized Learning ◽  
Test Reliability ◽  
Educational Trajectories ◽  
Starting Point ◽  
Post Test ◽  
Technology Educators ◽  
The Impact

To date, the existing principles of a unified approach to schooling do not meet the requirements of a fundamental socio-economic transition characterized by personalization and customization of products and services that concern all areas, including education. The paradigm of education systems is being restructured in many countries towards a new approach of personalized learning that is adapted to students' needs, allows them to choose individual educational trajectories, and respects unique skills and qualities. The study aimed to determine the impact of personalization on the academic performance of engineering students in physics. The experiment on personalized student support was conducted during the academic year 2018-2019 at I.T. Trubilin Kuban State Agrarian University. The sample covered 78 students. The starting point of the research was the assessment of students' skills in mathematics, as the study of physics is based on mathematical analysis and interpretation. Test in physics and the criterion of alpha Kronbach (test reliability is determined with a coefficient of 0.87) were used as a toolkit for research. Besides, the statistical tools and covariance analysis of data processing were employed. The research was supported by the SPSS Statistics software package. According to the results obtained, higher post-test scores were recorded for students in the experimental group. The personalized learning has been found to have a significant impact on the academic performance of students. Those with low and medium ability in mathematics demonstrated higher growth in academic achievement than students with recorded high aptitude scores. A correlation between learning methods and mathematical skills to achieve high academic performance has been established. The influence of personalization in the learning process was determined to be moderately high (determinacy coefficient of 72.6%). The study is relevant for the development of constructive approaches that could help teachers improve their approach to learning and students improve academic achievements. The results may be of interest to researchers of educational technology, educators, and university administration management.

scholarly journals Problem-based learning: Effects on academic performance and perceptions of engineering students in computer sciences

2020 ◽  
Vol 10 (2) ◽  
pp. 306
Author(s):  
Danilo Amaya Chávez ◽  
Vanesa-María Gámiz-Sánchez ◽  
Antonio Cañas Vargas
Keyword(s):  
Academic Performance ◽  
Engineering Students ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Oral Communication ◽  
First Year ◽  
First Year Students ◽  
Probabilistic Sampling ◽  
Quasi Experimental ◽  
The Impact

In the present article we analyse the impact of problem-based learning (PBL) on learning and perceptions in first-year students undertaking Engineering in Computer Sciences. The module designed took a number of advanced theories of PBL and its application within the Engineering profession. Mixed methods were used to enable data from qualitative and quantitative instruments to be obtained. A quasi-experimental design was specified, employing non-probabilistic sampling, with a control (N = 40) and experimental group (N = 39). In comparing PBL with traditional methods, the results reveal statistically significant differences in aspects such as academic performance. Teamwork, oral communication, written communication and students’ perceptions of the learning experience were also all favoured. Nonetheless, lack of adequate team dynamics in previous learning experiences and reluctance to change traditional teaching approaches, could compromise the viability of that proposed.

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