Attitudes and Perceptions Towards Mathematics by Greek Engineering Students at University: An Exploratory Study

Aglaia Stampoltzis,Angelos Giannoulas

doi:10.29333/iejme/10906

Abstract

Mathematics is a constituent of the education of Engineering students. This paper reports on a study investigating the attitudes and perceptions towards mathematics of first year Engineering students. The sample consisted of 145 freshmen (80 men and 65 women) from one Greek university, derived from three Engineering departments (Mechanical, Electrical and Civil). A two-part questionnaire with satisfactory reliability in each part was completed by the participants. Data was analyzed using descriptive statistics, correlations and exploratory factor analysis. The data analysis led to nine factors which shape and mediate students’ mathematical attitudes and perceptions. These factors are: Anxiety, Confidence, Learning goals, Theory of intelligence, Persistence, Approach, Learning strategies, Prior experience and General issues. Demographic variables (sex, age, learning disability and choice of study) are found to have an effect on students’ attitudes and perceptions. The findings of this study need to be viewed in relation to the redesign of the Engineering Mathematics curriculum to teach effectively all students and raise their mathematical confidence and motivation.

Highlights

Engineering courses require the awareness of mathematical concepts
The research conducted attempted to answer the following questions: a) What are the attitudes and perceptions expressed by first-year Engineering students about mathematics? b) Which is the effect of demographic variables on students’ attitudes and perceptions?
The first step in our analysis is factor analysis, a statistical method that has the purpose of finding the existence of common factors between a group of variables

Summary

Introduction

The goal of mathematical learning for engineering students is the ability to learn and consolidate mathematical principles and skills to solve problems in their class and later in their professional career. As part of their undergraduate training, Engineering students should increase knowledge in several mathematical areas such as applied analysis, numerical analysis, potential and approximation theory, mathematical optimization, among many others (Alves et al, 2013). The difficulties shown by Engineering students in basic mathematical elements, essential to successful integration in the syllabus, inevitably leads to high failure rates and withdrawal in the mathematical courses and subsequent lack of motivation (Bigotte de Almeida et al, 2012)

Results

Discussion

Conclusion