T5-D: The Influence of Mathematical Preparedness on Student Performance in an Engineering Statics Course
Location
Richard Petty
Start Date
6-3-2018 10:20 AM
Description
Student proficiency in algebra and trigonometry (Pre-calculus) and elements of differentiation (Calculus I), integration (Calculus II), and vector operations (Calculus III) are beneficial for success in Engineering Statics, the entry-level course for most engineering disciplines. However, many colleges and universities only require a co-requisite of Calculus I to enroll in Engineering Statics. Poor student mathematics preparation, speed of content delivery in college, magnitude of work outside of class (especially at The Citadel), and differences in content delivery between engineering and mathematics departments contribute to students meeting only the co-requisite rather than exceeding it. This research hypothesizes a correlation between a student’s mathematical preparedness and their overall performance in Engineering Statics. Quantitative data collected suggests a positive correlation between the two that could indicate a need to revisit the pre-requisite/co-requisite discussion for Engineering Statics
T5-D: The Influence of Mathematical Preparedness on Student Performance in an Engineering Statics Course
Richard Petty
Student proficiency in algebra and trigonometry (Pre-calculus) and elements of differentiation (Calculus I), integration (Calculus II), and vector operations (Calculus III) are beneficial for success in Engineering Statics, the entry-level course for most engineering disciplines. However, many colleges and universities only require a co-requisite of Calculus I to enroll in Engineering Statics. Poor student mathematics preparation, speed of content delivery in college, magnitude of work outside of class (especially at The Citadel), and differences in content delivery between engineering and mathematics departments contribute to students meeting only the co-requisite rather than exceeding it. This research hypothesizes a correlation between a student’s mathematical preparedness and their overall performance in Engineering Statics. Quantitative data collected suggests a positive correlation between the two that could indicate a need to revisit the pre-requisite/co-requisite discussion for Engineering Statics