How do introductory physics and mathematics courses impact engineering students’ performance in subsequent engineering courses?

<p>This paper discusses the findings of a case study that uses neuro-fuzzy tool to classify and predict Electrical engineering students graduation achievement based on mathematics competency. In this study, achievement upon graduation and mathematics grades were classified as the key performance index. It's based on longitudinal progress and cross validation model on two mathematics subjects, semesters’ performance, and graduation achievement of electrical students. The outcomes indicated that there is a correlation between mathematics competency with electrical engineering performance, and it’s interesting to note that weak and satisfactory students in mathematics are not able to achieve first class upon graduation, and yet there is small percentage of excellent and good students in mathematics couldn’t graduate with high achievement. The findings conclude that the combination of statistical analysis and machine learning can help us to extract knowledge and enable university management to help low achievers at early stage. It’s hoped that the findings can help faculty management to review mathematics curriculum with respect to increasing range of engineering field.</p>

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Student Performance in Mathematics: Should we be Concerned?

International Journal of Adult Vocational Education and Technology ◽

10.4018/ijavet.2018010105 ◽

2018 ◽

Vol 9 (1) ◽

pp. 59-72

Author(s):

Mary C. Enderson ◽

Manveer Mann

Keyword(s):

High School ◽

Mathematics Achievement ◽

Student Performance ◽

Mathematical Tasks ◽

College Level ◽

Act Scores ◽

Mathematics Courses ◽

Course Grades ◽

And Mathematics ◽

Interdisciplinary Study

This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence in performing applied mathematical tasks, mathematics achievement in college, and the relationship between predictors of college success (mathematics studied in high school, SAT/ACT scores, and mathematics courses taken in college). Measurements used for the study included a subset of items from the Mathematics Self-Efficacy Scale (MSES) on a 5-point Likert-type scale, course grades, number of years studying mathematics in high school and number of mathematics courses in college. Findings indicate that mathematics courses taken in college increased confidence in working mathematical tasks and were significant predictors of achievement in the retail course. In addition, SAT/ACT scores also were critical to the overall mathematics achievement.

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The Teaching Practices Inventory: A New Tool for Characterizing College and University Teaching in Mathematics and Science

CBE—Life Sciences Education ◽

10.1187/cbe.14-02-0023 ◽

2014 ◽

Vol 13 (3) ◽

pp. 552-569 ◽

Cited By ~ 62

Author(s):

Carl Wieman ◽

Sarah Gilbert

Keyword(s):

Teaching Practices ◽

University Teaching ◽

Mathematics Courses ◽

College And University ◽

University Instructors ◽

And Mathematics ◽

High Degree ◽

Mathematics And Science ◽

Use Of Research ◽

Science Disciplines

We have created an inventory to characterize the teaching practices used in science and mathematics courses. This inventory can aid instructors and departments in reflecting on their teaching. It has been tested with several hundred university instructors and courses from mathematics and four science disciplines. Most instructors complete the inventory in 10 min or less, and the results allow meaningful comparisons of the teaching used for the different courses and instructors within a department and across different departments. We also show how the inventory results can be used to gauge the extent of use of research-based teaching practices, and we illustrate this with the inventory results for five departments. These results show the high degree of discrimination provided by the inventory, as well as its effectiveness in tracking the increase in the use of research-based teaching practices.

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Relationship of Mathematics Anxiety and Mathematics Confidence Among Engineering Students

Advanced Science Letters ◽

10.1166/asl.2015.6290 ◽

2015 ◽

Vol 21 (7) ◽

pp. 2400-2403

Author(s):

Fariba Firouzian ◽

Mohammadreza Fadaei ◽

Zaleha Ismail ◽

Soheila Firouzian ◽

Yudariah Mohammad Yusof

Keyword(s):

Mathematics Anxiety ◽

Engineering Students ◽

Mathematics Confidence ◽

And Mathematics ◽

Relationship Of

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Predictors of Persistence and Success in an Engineering Program

NACADA Journal ◽

10.12930/0271-9517-15.1.15 ◽

1995 ◽

Vol 15 (1) ◽

pp. 15-21 ◽

Cited By ~ 5

Author(s):

James Levin ◽

John H. Wyckoff

Keyword(s):

Academic Advising ◽

Logistic Models ◽

Predictor Variables ◽

Mathematics Courses ◽

Undergraduate Engineering ◽

Engineering Program ◽

Noncognitive Variables ◽

And Mathematics ◽

Over Time

This study identifies student variables that predict persistence and success in an undergraduate engineering program. Three logistic models were developed that predicted the probability of persisting successfully. Significant predictors included both cognitive and noncognitive variables; students who did well in science and mathematics courses and who were genuinely interested in engineering were more likely to persist and succeed. Predictor variables were not constant over time but changed as students progressed through the first two years of study, with performance in prerequisite science and mathematics courses emerging as the best predictors. The authors briefly discuss academic advising implications.

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The Role of Mathmatics Courses in the Assessment Process of Engineering ABET-Outcomes

Education Research International ◽

10.1155/2015/735325 ◽

2015 ◽

Vol 2015 ◽

pp. 1-13

Author(s):

Salah-Addin B. Al-Omari ◽

Qasem M. Al-Mdallal ◽

Youssef El-Khatib ◽

Basim Abu-Jdayil

Keyword(s):

United Arab Emirates ◽

Engineering Students ◽

Assessment Tool ◽

Assessment Tools ◽

Assessment Process ◽

Performance Criteria ◽

Mathematics Courses ◽

Level Of Satisfaction ◽

United Arab Emirates University ◽

Course Outcomes

This paper deals with the mathematics courses offered to the engineering students at the United Arab Emirates University (UAEU). The paper focuses essentially on the level of achievement by the students of the outcomes of the mathematics and how this reflects on the satisfaction of the engineering ABET-outcomes. Mapping between the course outcomes of the different math courses offered at UAEU to engineering students and the engineering ABET criteria ((a)–(k)) was made. It is found that most of the ABET-outcomes are to a great extent in-line with the outcomes of our mathematics courses. This encourages us to use the achievement of the courses outcomes as an assessment tool for the engineering ABET-outcomes. We considered both direct and indirect assessment tools to assess the level of satisfaction of the math courses outcomes. The performances of the students according to both methods are then used to assess the achievements of the ABET-outcomes. The results generally show very good level of achievement of the outcomes, although few ABET-outcomes were not achieved well according to our performance criteria. Accordingly, we provide some comments and recommendations aiming at the improvement of the program.

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