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An effective learning of engineering mathematics for mechanical and production engineering undergraduates in NTU
Author
Ng, Yin Kwee
Supervisor
Wong, Philip Siew Koon
Abstract
In tertiary education, information is communicated mainly by lectures. The teacher has an important role in stimulating the process of student learning so that students assume responsibility for their own learning, establish the capacity to seek knowledge activity and then use it continually in the context of their profession. This report illustrates how an action research project can he implemented to match course objective, develop students' presentation, communication and inter-personal skills and to promote active/effective learning through the use of a co-operative learning strategy. The discussion is based on the second year engineering mathematics course in the School of Mechanical and Production Engineering, NTU.
It was felt that present tutoring practices may have fostered the students' surface and passive learning approaches and a survey was carried out (Bigg's Study Process Questionnaire) to study on the engineering students' perspective on learning and motivation in mathematics class at NTU. Indeed, it was found that majority of the students are surface learners and hence there is a need to re-evaluate our attitudinal and conceptual perceptions towards the learning process and adjust our teaching method, particularly in tutorial classes (as current lecture group strength is nearly 500, it is not easy to foster close interaction between lecturer and students). Note also the findings suggest that the more mature/experienced male students (perhaps after 2.5 of years national service, most of them have a better view of what they want) were adopting a deep strategy compared to the fresh female college students. They preferred to work as a team with friends in their learning. The slight underachievement of many female students appears to be correlated to their less independent and surface learning approach.
To improve the current situation of students' passivity and inclination in surface learning style, the tutoring techniques used for the two classes of students were deliberately different in that the team-based study sub-groups, where students attempt and discuss solutions to tutorial questions before attending tutorial classes, are introduced to the 'controlled' group for four tutorial sessions. Some positive observations can be made as compare to the other 'conventional' tutorial classes: most students took part in the small group discussion; students seemed to ask more questions when tutor went around the group than when tutor presented the whole solutions to the class. However, some students felt that it will be better if the model answers can he given at the end of the discussion and minor thought that the tutorial style was boring, since they were more interested in listening to the tutor than fellow students. A survey was latter conducted to investigate students' perspectives on collaborative learning. The result clearly indicated that it will benefit most those who can work well with others.
Finally, some personal reflections and comments on the project are summarised.
It was felt that present tutoring practices may have fostered the students' surface and passive learning approaches and a survey was carried out (Bigg's Study Process Questionnaire) to study on the engineering students' perspective on learning and motivation in mathematics class at NTU. Indeed, it was found that majority of the students are surface learners and hence there is a need to re-evaluate our attitudinal and conceptual perceptions towards the learning process and adjust our teaching method, particularly in tutorial classes (as current lecture group strength is nearly 500, it is not easy to foster close interaction between lecturer and students). Note also the findings suggest that the more mature/experienced male students (perhaps after 2.5 of years national service, most of them have a better view of what they want) were adopting a deep strategy compared to the fresh female college students. They preferred to work as a team with friends in their learning. The slight underachievement of many female students appears to be correlated to their less independent and surface learning approach.
To improve the current situation of students' passivity and inclination in surface learning style, the tutoring techniques used for the two classes of students were deliberately different in that the team-based study sub-groups, where students attempt and discuss solutions to tutorial questions before attending tutorial classes, are introduced to the 'controlled' group for four tutorial sessions. Some positive observations can be made as compare to the other 'conventional' tutorial classes: most students took part in the small group discussion; students seemed to ask more questions when tutor went around the group than when tutor presented the whole solutions to the class. However, some students felt that it will be better if the model answers can he given at the end of the discussion and minor thought that the tutorial style was boring, since they were more interested in listening to the tutor than fellow students. A survey was latter conducted to investigate students' perspectives on collaborative learning. The result clearly indicated that it will benefit most those who can work well with others.
Finally, some personal reflections and comments on the project are summarised.
Date Issued
1995
Call Number
TA332.5 Ng
Date Submitted
1995