The Prospect of Teaching and Learning Engineering Mathematical Courses using Learning Tool

Norlenda Mohd Noor,Zuraida Alwadood,Hanifah Sulaiman,Suhaila Abd Halim

doi:10.6007/ijarbss/v9-i7/6143

Norlenda Mohd Noor, Zuraida Alwadood + Show 2 more

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https://doi.org/10.6007/ijarbss/v9-i7/6143

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Abstract

Mathematic is often perceived as difficult subject by most students, even from engineering background. However, previous studies have shown that technology has proven to help students learn mathematics in a fun and easy way. In this study, we developed a learning tool with the objective to determine the prospect of learning engineering mathematical courses using an interactive learning tool developed with Maple 2016. We also measure the inclination of using the tool as part of teaching and learning in classroom. There are 40 Students from 2 different classes took part in the study. They are in the fourth semester of engineering program at a selected local university. The process starts by briefing the students on how to use the tool. Students are then answering several questions on a selected topic from vector calculus chapter. Later, they were given a set of two-part questionnaire. The first part was used to investigate the students’ perception on the learning tool. The second part was used to evaluate the students’ willingness in using the tool in classroom for solving vector calculus problems. While the tool require some improvements, students are likely to use it as part of learning in classroom.

Highlights

E-learning can be defined in several ways. Almanasreh (2017) defined e-learning as a form of distance learning, where the time and geographical flexibility are preserved
Phase III (a), refers to pre-test, where students were asked to answer a set of questions from vector calculus topic manually
We have developed an alternative learning tool for engineering student to learn mathematics, on selected topic involved gradient, curl and divergence, plotting vector field and evaluating line integral across a straight line

Summary

Introduction

E-learning can be defined in several ways. Almanasreh (2017) defined e-learning as a form of distance learning, where the time and geographical flexibility are preserved. E-learning can be defined in several ways. Almanasreh (2017) defined e-learning as a form of distance learning, where the time and geographical flexibility are preserved. Rosenberg (2006) defines e-learning as the use of internet technologies to deliver a broad array of solutions that enhance knowledge and performance. Even with slightly different definition of the term, the idea of e-learning in general is to provide a different medium of learning to students, rather than the conventional way of teaching and learning. Studies have shown that e-learning is beneficial and should be part of the current education process. It is indisputable that e-learning requires teamwork at all levels in the organization and individual involved (Hussain 2004). For e-learning to be successful, the environment must be in place, instructors and students must be ready

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