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Prior knowledge in mathematics and study success in engineering: informational value of learner data collected from a web-based pre-course.
- Source :
- European Journal of Engineering Education; Dec2018, Vol. 43 Issue 6, p911-926, 16p, 1 Diagram, 6 Charts
- Publication Year :
- 2018
-
Abstract
- The article describes the development and evaluation of a web-based pre-course in mathematics, delivered to four cohorts of engineering students at a German university. Based on demographic, personal, and learning-related data relationships between students’ preconditions, their learning gains in the pre-course, and study success in the degree programme were analysed. The results support the existing literature in that domain-related prior knowledge and secondary school achievement play a dominant role regarding study success in engineering. The analyses also showed that the influence of cognitive predictors could only be compensated for by a strong learner engagement. At-risk students with high pre-course learning gains showed significantly better first-year performance. The number of self-tests a student attempted was positively related to pre-course learning gains and even to first-year performance, suggesting that this variable is a good indicator of student engagement. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 03043797
- Volume :
- 43
- Issue :
- 6
- Database :
- Complementary Index
- Journal :
- European Journal of Engineering Education
- Publication Type :
- Academic Journal
- Accession number :
- 131906764
- Full Text :
- https://doi.org/10.1080/03043797.2018.1462765