Evaluating engineering students performance in physics courses during foundation studies

2016 ◽  
Author(s):  
Z. Hari ◽  
A. Anuar ◽  
M. Z. Mokhtar ◽  
R. Mokhtar
Keyword(s):  
Engineering Students ◽  
Physics Courses

scholarly journals Value-added model of basic mathematics-physics training in engineering students

2021 ◽  
Vol 10 (12) ◽  
pp. 528-536
Author(s):  
Henry de Jesús Gallardo Pérez ◽  
Mawency Vergel Ortega ◽  
Marling Carolina Cordero Díaz
Keyword(s):  
Engineering Students ◽  
Mathematical Thinking ◽  
Educational Institution ◽  
Value Added ◽  
Secondary Data ◽  
Added Value ◽  
Primary Data ◽  
First Semester ◽  
Physics Courses ◽  
The University

The added value in education refers to the contribution that the educational institution effectively makes to student learning, expressed as the growth in knowledge, skills and abilities, in a period of time, as a result of their educational experience. The objective of the research is to determine the added value of the academic work of the Universidad Francisco de Paula Santander in the development of physical- mathematical thinking in engineering students and the estimation of a mathematical model that allows its valuation. In model allows analyzing the trajectory of the group of engineering students who entered in the first semester of 2018 and involves endogenous and exogenous variables associated with the process. The research is framed in the quantitative paradigm, descriptive, multivariate and correlational. We work with two types of data, the secondary data are constituted by the students’ grades in 2018 and 2019, this information may present biases because they are different courses with different teachers, however, it allows to see the evolution of students in calculus, statistics and physics courses. Primary data were obtained from a test applied in 2018 and a similar test applied in 2019, graded using item response theory. Results were compared and differences were evaluated to estimate the contribution effectively made by the university.   

scholarly journals Sustaining The Progress To Improve Physics Education

2010 ◽  
Vol 7 (5) ◽  
Author(s):  
Wathiq Abdul-Razzaq
Keyword(s):  
Physics Education ◽  
Engineering Students ◽  
Introductory Physics ◽  
College Level ◽  
West Virginia University ◽  
Physics Courses ◽  
Learn Physics ◽  
Physics Department ◽  
College Of Engineering ◽  
Introductory Physics Courses

One of the problems we face in teaching introductory physics courses at the college level is that about 2/3 of students never had physics prior coming to college.  Thus, many students find it very difficult to learn physics for the first time at the relatively fast-paced teaching of college physics courses.  Sometimes the drop/failure/withdrawal rate at West Virginia University is as high as 65% (~2/3) for the introductory physics courses taken mostly by pre-engineering students.  Obviously, there is a strong connection between the students’ physics backgrounds and the success rate of passing physics.  With the support of the National Science Foundation (NSF) funding, we created an intervention course for a small group of students who did poorly in the first test in one of the physics courses. This intervention course ran concurrently with the regular physics course, but started at the fourth week of class after the first test. Students who received our intervention showed significant improvement in the subsequent physics tests.1 The recruitment of the students and the supervision of the course were the result of a unique collaboration between the College of Engineering and the Physics Department.  After the expiration of the NSF grant, the intervention course was cancelled due to the lack of funds.  The labs associated with physics classes, however, give us the opportunity to continue the advancement of physics learning after the ending of the NSF grant.

scholarly journals Comparing Science and Engineering Students Using the Force Concept Inventory in Introductory Physics Courses

2021 ◽  
Vol 26 (1) ◽  
pp. 67-75
Author(s):  
Nazife Koca ◽  
Nidhal Sulaiman
Keyword(s):  
Engineering Students ◽  
Concept Inventory ◽  
First Year ◽  
Force Concept Inventory ◽  
Sultan Qaboos University ◽  
Physics Courses ◽  
The Difference ◽  
Normalized Gain ◽  
Introductory Physics Courses ◽  
Force Concept

This work is intended to analyze and compare the performance of two groups of students on the understanding of force and motion concepts using the Force Concept Inventory (FCI). The FCI test serves questions on basic Newtonian concepts where the answers inclyde the correct response and commonly misconceived alternatives. The FCI test was implemented twice as pre and post-tests for two introductory calculus-based physics courses offered at the Sultan Qaboos University (SQU) in Oman for students mainly from the Colleges of Sciences, Education and Agriculture and the students from the College of Enginerring in the Spring 2017 and Spring 2018 semesters. These courses cover the traditional first-year level kinematics and dynamics in translational and rotational motions based on the same syllabus and the same textbook. Hake's normalized gain, defined as the change in class averages divided by the maximum possible increase, was used to compare the students'performances. The normalized gains for both groups of students were in the low gain category. Female students in both courses performed better on the FCI in general, but the difference was only statistically significant in the course offered to Science students. 

The Benefits of Teaching Students the Language of Physics

2011 ◽  
pp. 160-194
Author(s):  
Jurgen Schulte
Keyword(s):  
Student Performance ◽  
Engineering Students ◽  
First Year ◽  
Common Language ◽  
Field Of Study ◽  
Science And Engineering ◽  
Physics Courses ◽  
Respective Field ◽  
English Speaking ◽  
And Mathematics

First year physics courses for non-physics majors are among the most difficult course to cope with for science and engineering students alike. Not only are students confronted with physics specific concepts and mathematics applied in unfamiliar environment, students also have to learn the specific lingo of physics and keep it separate from common language and language used in their own field of major. Anecdotally, we know that students have to master the language of their respective field of study in order to master the field. We investigated the link between language of physics used in our first year physics lectures, understanding of related physics concept, and student performance after a language focused intervention. We found that a language conscious approach in first year physics not only improved the performance of students of non-English background but also benefited the performance of students of native English speaking background.

HUBUNGAN PERSEPSI MAHASISWA PADA KINERJA DOSEN TERHADAP TINGKAT KELULUSAN MAHASISWA

2018 ◽  
Vol 2 (2) ◽  
pp. 129-136
Author(s):  
Yoana Nurul Asri
Keyword(s):  
Graduation Rate ◽  
Engineering Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Pass Rate ◽  
Physics Courses ◽  
Low Pass ◽  
Evaluation Of Teaching ◽  
Relationship Of ◽  
The Relationship

Based on the low pass rate then made a research about the relationship of perceptions of lecturer performance with graduation rate of engineering students at the Nurtanio University. The sampling technique used is simple random sampling with the number of samples taken at random as many as 60 students who take physics courses. Obtained average results From the above statistical results seen as 92% of students agree that the lecturer already has a good readiness to teach. As many as 85% of students stated that lecturers already have material readiness. As many as 88% stated that the lecturer has discipline in teaching. For the category of evaluation of teaching as much as 83% of students stated that the lecturers have fulfilled. As many as 97% stated that the personality of lecturers in teaching in the classroom and personality outside the class is good. It's just for the correlation between courses with courses has lowest score as much as 68% said there was a positive correlation. Based on the result of pearson product moment test, the correlation between student's perception on lecturer performance has an effect on graduation rate of student with value equal to 0,625 in enough category.

scholarly journals An Overview of Teaching Physics for Undergraduates in Engineering Environments

2019 ◽  
Vol 9 (4) ◽  
pp. 278 ◽  
Author(s):  
Zalewski ◽  
Novak ◽  
Carlson
Keyword(s):  
Engineering Students ◽  
Common Denominator ◽  
Physics Teaching ◽  
Physics Courses ◽  
Professional Careers ◽  
History Of ◽  
Competency Based ◽  
New Methodologies ◽  
The Subject ◽  
Teaching Physics

This paper is an overview of approaches to teaching physics courses delivered to students of engineering disciplines. It addresses, first, the history of teaching physics to engineering students starting in the early 20th century, then reviews the main issues presented and discussed over the last decade in a series of conferences on Physics Teaching in Engineering Education (PTEE). Finally, this paper discusses more contemporary views on the subject, including the latest technologies and new methodologies. It is not a critical review of teaching physics to engineering students, but rather a summary of various views and approaches over the span of the entire century. The common denominator of the study is the relevance to the competency-based approach: how the papers focus on teaching engineers the principles of physics in a manner that contributes to success in their professional careers.

The College-Fit Theory and Engineering Students

1983 ◽  
Vol 15 (4) ◽  
pp. 267-273 ◽  
Author(s):  
Ronald G. Taylor ◽  
Robert D. Whetstone
Keyword(s):  
Engineering Students

Vocational Interests of Engineering Students

1976 ◽  
Vol 8 (4) ◽  
pp. 245-251 ◽  
Author(s):  
Earl Nolting ◽  
Ronald G. Taylor
Keyword(s):  
Engineering Students ◽  
Vocational Interests
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