scholarly journals Mathematical Skills and the Academic Performance of Junior and Senior Electrical Engineering Students of the University of Eastern Philippines

2021 ◽  
pp. 20-31
Author(s):  
Kenneth Bryan F. Abaigar ◽  
Benjamin D. Varela
Keyword(s):  
Academic Performance ◽  
Significant Relationship ◽  
Engineering Students ◽  
Electrical Engineering ◽  
First Year ◽  
Mathematical Skills ◽  
The Third ◽  
Second Year ◽  
Final Grades ◽  
The University

The study was conducted to determine the mathematical skills and the academic performance of the junior and senior electrical engineering students of the University of Eastern Philippines. Descriptive-correlational method of research was used with a total enumeration of the regular students from third year to fifth year electrical engineering students.     The findings revealed that male students dominated all the three year levels of the electrical engineering course. It was also found out that there were more regular fifth year engineering students than the third year and fourth year students. Meanwhile, the third year students got the highest average rating in the final grades of first year and second year mathematics and the lowest average rating belonged to the fifth year students. The learning style of the three-year levels was found to be visual while in terms of study habits, the third year students have very good study habit. It was also found out that the level of mathematical skills of the three-year levels were low, but the level of academic performance of the three-year levels were found out to be good. Multiple regression analysis was used to determine the relationship of the student profile and their mathematical skills. The results showed that the average of final grades in all first-year mathematics, and the students’ year level have significant relationship with the mathematical skills of the students. Meanwhile, the profile variables found to be significantly related to academic performance were the average of final grades in first year mathematics, average of final grades in second year mathematics and study habits of the students’ respondents. Lastly, the mathematical skills had no significant relationship to the academic performance of the student-respondents.

scholarly journals INTRODUCTING A NEW ENGINEERING COURSE: A LEARNING EXPERIENCE FOR STUDENTS AND FACULTY

2011 ◽  
Author(s):  
Peter Dare ◽  
Brian Cooke
Keyword(s):  
Engineering Students ◽  
Task Force ◽  
Learning Experience ◽  
First Year ◽  
Design Element ◽  
Design Project ◽  
Different Types ◽  
Second Year ◽  
The University ◽  
First Time

A Task Force was created by the Faculty of Engineering at the University of New Brunswick in September 2004 charged with creating a new course for all first year engineering students to be delivered for the first time in September 2005. The course, to be taken by approximately 270 students, was to integrate material from other first year courses, introduce the students to working in teams, contain a substantial design element through a design project, and introduce communication skills. Nine professors from throughout engineering “volunteered” to help develop and deliver the course. In this paper we own up to what we did wrong during the first two years of delivery of this course, and (naturally!) counter this by celebrating our successes. Students are assessed based on a combination of individual and team submissions, with some submissions being oral and others written. This paper will outline the complex assessment scheme we initially used, and how we later simplified it. Rubrics were used to evaluate many of the course assignments. For most of the instructors, this was the first time they had used rubrics and so it was a learning experience to both develop and apply them. We show how we adapted their use in the second year of delivery after the experiences of the first year. We were pleased with the way that the assessments were mostly built around the design project – this helped the students grasp why clear communication is vital and enabled them to obtain continual feedback on the project. We were also delighted that an element of social responsibility was introduced into the course by making the project an international “Engineers Without Borders” project based in Africa. We believe this added an additional dimension to the course and especially the project. The professor-delivered skits were especially popular! Delivered by two wannabe actors, they introduced the students in a humorous manner to the different types of engineering that are taught at UNB. Engineering students at UNB have to commit to their specific engineering field from their first day at UNB, so these skits were included to ensure the students were exposed to all the UNB engineering disciplines. We conclude the paper with our plans for delivery of the course in September 2007 and beyond.

scholarly journals Promoting learning with understanding: Introducing languaging exercises in calculus course for engineering students at the university level

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Helen Alfaro Viquez ◽  
Jorma Joutsenlahti
Keyword(s):  
Mathematics Teaching ◽  
Engineering Students ◽  
Mathematical Thinking ◽  
First Year ◽  
Logical Thinking ◽  
Mathematical Skills ◽  
First Year Students ◽  
Basic Calculus ◽  
University Level ◽  
The University

The study of mathematics at the university level requires logical thinking and strong mathematical skills. Contemporary first-year students are not prepared for these demands and end up failing their courses. This study aims to present an instrument for enhancing mathematics teaching and promoting learning with understanding in higher education by a combination of symbolic, natural, and pictorial languages in different tasks. We analyze the 17 solutions of four languaging exercises administered in a basic calculus course for engineering students at the University of Costa Rica. The results suggest that these exercises promote the acquisition of skills necessary to be mathematically proficient and are a useful tool for revealing students’ mathematical thinking and misconceptions.

Personality traits, teamwork competencies and academic performance among first-year engineering students

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Academic Performance ◽  
Personality Traits ◽  
Engineering Students ◽  
First Year ◽  
Academic Excellence ◽  
Content Type ◽  
First Semester ◽  
Significant Difference ◽  
The Individual ◽  
The University

PurposeIt is commonly believed that personality traits determine a person's ability to work in a team and academic performance. However, studies have shown inconsistent results with some personality traits better than the other in predicting students' performance in different academic majors. The purpose of this study is to examine the interrelation between personality traits, teamwork competencies and academic performance among first-year first semester engineering students in an Australian university located in the Sarawak state of Malaysia.Design/methodology/approachThe Individual and Team Performance (ITP) metrics were administered among 189 students to gauge their personality traits as well as self-rated and peer-rated teamwork competencies. The correlations between personality traits and teamwork competencies as well as correlations of both the variables to academic performance were subsequently analyzed.FindingsThis study shows no significant difference between the self-rated and peer-rated teamwork competencies. Adventurous trait appears to negatively correlate with teamwork competencies. This study also reveals teamwork competencies as better predictors of academic performance than personality traits. Commitment and focus show relatively larger effect on academic performance. It can be concluded that commitment is the most significant factor to excel in first-year engineering in the university. Therefore, interventions that promote commitment is crucial to academic performance of the first-year first semester engineering students.Practical implicationsThis study promulgates the development of team competencies which are more crucial to academic excellence than personalities. It is useful for the design of team learning activities which lead to the development of teamwork competencies while improving academic performance. It shows that team activities which reinforce commitment especially and focus secondarily, will have significant positive effect on academic performance of the first-year engineering students generally.Originality/valueWhile most studies in this area examine the correlation between personality traits and academic performance, this study is among the very few that looks into the aspect of teamwork competencies. This study also finds its value in its regional significance as such correlational studies are not prevalent in Malaysia.

A Study of Attitudes to First Year Undergraduate Electrical Engineering Laboratory Work at the University of Salford

1975 ◽  
Vol 12 (3) ◽  
pp. 278-289 ◽  
Author(s):  
G. Carter ◽  
L. S. Lee
Keyword(s):  
Undergraduate Students ◽  
Electrical Engineering ◽  
First Year ◽  
Laboratory Studies ◽  
Educational Aims ◽  
Staff Members ◽  
Questionnaire Administration ◽  
Second Year ◽  
The University ◽  
Faculty Groups

The attitudes of first and second year undergraduate students and staff members to first-year laboratory studies were surveyed by interview and questionnaire administration. The most important educational aims of this course and the degree to which achievement of aim occurred have been determined for both student and faculty groups.

scholarly journals Recent Enhancements to the Biosystems Engineering Design Trilogy at the University of Manitoba

2012 ◽  
Author(s):  
Danny D Mann ◽  
Kris J Dick ◽  
Sandra A Ingram
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Course Design ◽  
Professional Communication ◽  
First Year ◽  
Design Problems ◽  
Capstone Course ◽  
University Of Manitoba ◽  
Second Year ◽  
The University

In previous years, several improvements to the teaching of engineering design were made by staff in the Department of Biosystems Engineering at The University of Manitoba. The first innovation occurred when a trilogy of courses spanning the final three years of the program was introduced as a replacement for a single capstone course in the final year of the program. In its original conception, engineering students were to get three opportunities to be involved in design problems originating from industry, with greater expectations with each subsequent experience. A second innovation occurred when technical communication was formally integrated within the trilogy of design courses. This innovation has helped engineering students realize the value of professional communication skills in collaborating with each other and in preparing reports and presentations for an industry client. A third innovation occurred three years ago when the decision was made to allow students to participate in the prototyping of their designs. The so-called “Design Trilogy” now consists of a single course (Design Trilogy I) taken during the second year of the engineering program (which builds upon the first-year design experience with the requirement of a conceptual solution in response to a design problem provided by industry) and two courses taken during the final year of the program. Students are required to have a design completed on paper by the completion of Design Trilogy II and fabrication of the prototype occurs during Design Trilogy III. The student experience in the Design Trilogy, with particular emphasis on curriculum innovations in Design Trilogy III, will be discussed.

scholarly journals Auto-feedback to improve academic performance

2021 ◽  
Vol 11 (1) ◽  
pp. 180
Author(s):  
José Manuel Navarro Jover
Keyword(s):  
Academic Performance ◽  
Engineering Students ◽  
Self Regulation ◽  
Spatial Vision ◽  
Control Group ◽  
First Year ◽  
Final Grade ◽  
Technical Drawing ◽  
Final Grades ◽  
Experimental Group

This study was carried out on first-year engineering students in the subject of technical drawing, an eminently practical subject that requires the continuous development of spatial vision and also that students should devote time and effort to it from the very beginning. For the study we designed an auto-feedback activity to be applied to the students in the experimental group. The aim was to determine whether the students improved by this means their capacity for self-regulation and ultimately their academic performance. The students included in the experimental group obtained higher scores in the end-of-year self-regulation questionnaire (78.5) than those in the control group (66.47). There was a highly significant correlation (r=0.60; p<0.05) between the final grade and the class attendance rate. Although the auto-feedback treatment did not directly influence the final grades in the analysis of overall variance, it did have an indirect effect through the attendance variable; the students in the experimental group attended significantly more classes than those in the control group (82.2% vs. 68.6%; p<0.05). In fact, a comparison of the average final grades showed that the experimental group obtained significantly higher marks (6.97/10) than the control group (3.8/10).

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals AB0751 SAFETY AND PERSISTENCE OF USTEKINUMAB IN PATIENTS WITH PSORIATIC ARTHRITIS IN BIOBADASER

2020 ◽  
Vol 79 (Suppl 1) ◽  
pp. 1672.2-1672
Author(s):  
N. Busquets-Pérez ◽  
C. Sánchez-Piedra ◽  
P. Vela-Casasempere ◽  
M. Freire-Gonzalez ◽  
C. Bohórquez ◽  
...  
Keyword(s):  
Psoriatic Arthritis ◽  
Adverse Events ◽  
First Year ◽  
Line Treatment ◽  
Minimal Disease Activity ◽  
First Line ◽  
The Third ◽  
Minimal Disease ◽  
Second Year ◽  
Third Line

Background:Ustekinumab has been efficacy and safety for psoriatic artritis in clinical trials.Objectives:To assess effectiveness, by means of drug persistence analisys, and safety of ustekinumab in patients with psoriastic arthritis in Biobadaser.Methods:BIOBADASER is the Spanish registry of biological drugs of the Spanish Society of Rheumatology and the Spanish Medicines Agency. We identified patients aged 18 years or more with psoriatic arthritis on Ustekinumab. A descriptive analysis was performed.The persistence of ustekinumab therapy was calculated with a Kaplan-Meier curve and was compared with the persistence of anti-TNF, according to line treatment. Log Rank test was used to establish a comparison. Adverse events occurring with ustekinumab are described according to year treatment.Results:One hundred and twelve patients were on ustekinumab. Most of them were on their second or third line treatment: 53.57% more than one biological therapy (BT), 19.64% second BT, 26.79% were naïve for BT. Most of them were on 45 mg dose: 88.24%. Median duration of disease at Ustekinumab initiation was 10.1 SD 7.2 years; 69.23% had peripheral arthritis; 45.24% had obesity and 39.29% were overweight; 40,6% were on prednisone and 59.82% on DMARD. The cause of discontinuation of treatment was mainly inefficacy (82.61%) and less common an adverse event (6.52%). The probability of persistence of treatment with ustekinumab was 0.83 (95% CI 0.63-0.92) at year 1, 0.79 (0.58-0.90) at year 2 and 0.79 (0.58-0.9) at year 3 when ustekinumab was prescribed as the first line treatment. The persistence decrease when ustekinumab was prescribe as a second and third treatment: being 0.53 (0.27-0.73) the first year, 0.46 (0.22-0.67) the second year and 0.46 (0.22-0.67) as a second line treatment and 0.58 (0.44-0.70) the first year, 0.33 (0.17-0.50) the second year and 0.33 (0.17-0.50) the third year as a third line treatment.The persistence was similar to anti-TNF treatment, according to line treatment. Adverse events were mainly mild (97.83%) and occurred the first year of treatment. Most of the adverse events were classified as “infections and infestations” (36.96%).Conclusion:The persistence of ustekinumab was high, being 83% at the end of the first year on treatment and 79% the second and the third year of treatment. The persistence of ustekinumab was higher when if it was the first line treatment compared as if it was used as the second o third BT option. The persistence of Ustekinumab is similar to the persistence of anti-TNF treatments in all the analyzed treatment lines (no statistically differences were found). Adverse events occurred mainly during the first year treatment. They were mainly mild adverse events and the frequency decreased within the second and third year of treatment.References:[1]Treatment with ustekinumab in a Spanish cohort of patients with psoriasis and psoriatic arthritis in daily clinical practice.Almirall M, Rodriguez J, Mateo L, Carrascosa JM, Notario J, Gallardo F. Clin Rheumatol. 2017 Feb;36(2):439-443;[2]Minimal disease activity in patients with psoriatic arthritis treated with ustekinumab: results from a 24-week real-world study.Napolitano M, Costa L, Caso F, Megna M, Scarpa R, Balato N, Ayala F, Balato A. J Clin Rheumatol. 2018 Oct;24(7):381-384;[3]Minimal Disease Activity and Patient-Acceptable Symptom State in Psoriatic Arthritis: A Real-World Evidence Study With Ustekinumab.Queiro R, Brandy A, Rosado MC, Lorenzo A, Coto P, Carriles C, Alperi M, Ballina J. Actas Dermosifiliogr. 2018 Jun 28;[4]An analysis of Drug Survival, Effectiveness, and Safety in Moderate to Severe Psoriasis Treated With Ustekinumab: An Observational Study of 69 Patients in Routine Clinical Practice.Salgüero Fernández I, Gil MH, Sanz MS, Gullón GR;Disclosure of Interests:None declared

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