Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Engineering Statics professors usually complain that students enrolled in their courses don’t have the adequate mathematical knowledge they should had acquired in the pre-requisite classes. Even though they were previously tested and approved those topics, now for no apparent reasons they either don’t remember or cannot make adequate connections between the pure mathematical formulas and their engineering application. The implication is the students fail not in the new course concepts but in the same math topics they previously “learned”. This situation have become even more acute in recent years especially due to the increase in the number of students being transferred to the university from several other institutions as well as for the variability in the background knowledge and non-uniformity in the mathematics pre-requisite coverage. Consequently, it has become even more important to start the Statics course from a common ground regarding the students’ mathematical required prior knowledge. This paper presents the results of a study that incorporated an Adaptive Learning Module (ALM) in Statics, to review such pre-required math concepts. Two sections were taught in the same manner by the same instructor, the only difference was the ALM inclusion for one of them. Quantitative results analysis from formal assessment questions and overall performance of both groups are presented and discussed. Student’s opinions regarding the ALM are also presented.
Zaurin, R., & Tirtha, S. D., & Eluru, N. (2020, June), A Comparative Analysis of the Students’ Performance in Two Statics Courses Due to the Inclusion of an Adaptive Learning Module (ALM) to Review the Mathematics Prerequisite Knowledge Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--33982
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