Assessing Students’ Prior Knowledge and Learning in an Engineering Management Course for Civil Engineers

Ghanat, Simon Thomas; Davis, William J.

doi:10.18260/1-2--32118

Cited by 2 publications

(2 citation statements)

References 10 publications

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“…The highest mean to stimulate learning of technical skills was that the TVET students believed (M=4.13, SD=0.78) that their previous knowledge is essential for technical learning in item 19. The result of the present study is similar to the result of Ghanat and Davis (2019) which revealed that the student's prior engineering management knowledge helped their understanding of engineering management topics at the Citadel. The second highest mean revealed that the TVET students agreed (M=4.10, SD=0.83) that the digital mind map can be used in various creative ways, and it can enhance their learning of technical skills (item 24).…”

Section: Tvet Student's Perceptions On the Digital Mind Map To Stimul...supporting

confidence: 85%

TVET Student’s Perception on Digital Mind Map to Stimulate Learning of Technical Skills in Malaysia

Karim¹,

Mustapha²

2022

JTET

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Digital mind map is a digital tool that is becoming increasingly popular in today’s pedagogical visual aids. However, few empirical studies have been conducted regarding Technical and Vocational Education and Training (TVET) student’s competencies on using digital mind map in learning of their technical subjects. Hence, this survey research was designed to investigate TVET student’s perceptions on the digital mind map to stimulate their learning of technical skills in Malaysian higher learning institutions. Specifically, the objectives of the study were to identify the TVET student’s perception regarding their digital mind map competencies and to examine the relationship between the usage of digital mind and their learning achievement of technical skills. A sample of 372 TVET students were randomly selected from several public TVET higher institutions in Malaysia. The online questionnaires were designed to measure the practice of digital mind map among TVET students. The data were analysed using descriptive and inferential statistics such as frequency, percentage, mean, standard deviation and Pearson correlation. The questionnaire also included three open-ended items and the qualitative data were analysed using thematic analysis. The key finding showed that the majority of TVET students have a positive perception towards the digital mind map. In addition, the main open-ended result illustrated that the digital mind map has a potential to stimulate creativity and design thinking among TVET students in Malaysia.

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Section: Tvet Student's Perceptions On the Digital Mind Map To Stimul...supporting

confidence: 85%

TVET Student’s Perception on Digital Mind Map to Stimulate Learning of Technical Skills in Malaysia

Karim¹,

Mustapha²

2022

JTET

View full text Add to dashboard Cite

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“…Students who have to play catch-up may become disenchanted with their engineering degree program [6]. Past research used both qualitative and quantitative approaches to demonstrate positive correlations between prerequisite knowledge and performance in subsequent courses [7][8][9][10][11][12][13]. The observed positive correlations indicate progressive knowledge development from course to course, which is reflected in the engineering curriculum in the form of prerequisites [14].…”

Section: Introductionmentioning

confidence: 99%

Investigation of Progressive Learning within a Statics Course: An Analysis of Performance Retention, Critical Topics, and Active Participation

et al. 2023

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Previous research has demonstrated a link between prior knowledge and student success in engineering courses. However, while course-to-course relations exist, researchers have paid insufficient attention to internal course performance development. This study aims to address this gap—designed to quantify and thus extract meaningful insights—by examining a fundamental engineering course, Statics, from three perspectives: (1) progressive learning reflected in performance retention throughout the course; (2) critical topics and their influence on students’ performance progression; and (3) student active participation as a surrogate measure of progressive learning. By analyzing data collected from 222 students over five semesters, this study draws insights on student in-course progressive learning. The results show that early learning had significant implications in building a foundation in progressive learning throughout the semester. Additionally, insufficient knowledge on certain topics can hinder student learning progression more than others, which eventually leads to course failure. Finally, student participation is a pathway to enhance learning and achieve excellent course performance. The presented analysis approach provides educators with a mechanism for diagnosing and devising strategies to address conceptual lapses for STEM (science, technology, engineering, and mathematics) courses, especially where progressive learning is essential.

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Assessing Students’ Prior Knowledge and Learning in an Engineering Management Course for Civil Engineers

Cited by 2 publications

References 10 publications

TVET Student’s Perception on Digital Mind Map to Stimulate Learning of Technical Skills in Malaysia

TVET Student’s Perception on Digital Mind Map to Stimulate Learning of Technical Skills in Malaysia

Investigation of Progressive Learning within a Statics Course: An Analysis of Performance Retention, Critical Topics, and Active Participation

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