Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

Abstract

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

Lockdown Fatigue and University Students: Exploring the Factors That Play Significant Roles in the Level of Lockdown Fatigue Among University Students in the Era of COVID-19

“…21 Arevalo et al, note that some of the inadequacies which the STEM students faced were their linguistic and reporting skills, which would have been alleviated by comprehensive consultation in physical classes. 22 In the study of Zis et al, medical students also faced difficulty in coping with the lockdown as their learning patterns were disrupted and they felt overwhelmed with the increasing burden in keeping up with their studies. 23 Measures, such as virtual learning, have been implemented to ensure educational continuity in the wake of system disruption.Many people believe that virtual learning is more beneficial than it actually is.…”

“…From 1 (never) to 5 (always), participants rated their level of agreement with each of the 10 statements on a 5-point Likert-type scale. Each score was classified as mild (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15), moderate (16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30), high (31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44)(45), or severe (45-50) based on the maximum possible score. A content validity of 0.91 and test-retest reliability of 0.93 were found for the scale's content validity.…”

“…The respondents' responses were listed on the lockdown fatigue scale (Table 2), and they received a total score of 33.5 out of a possible 50. The maximum possible score on the scale was 50, and the scores were classified as mild (1-15), moderate (16)(17)(18)(19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30), high (31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44)(45), and severe (46-50) fatigue. Emptiness was one of the dominant feelings experienced by the students, along with concern for the safety and well-being of their own families (40.5%).…”

Macrostructural Analysis of STEM Students’ Research Introductions in the Secondary Education Context: Implications for Pedagogy, Curriculum, and Teacher Professional Development

“…The study concluded that it is important to give primary focus on strategies in reviewing the literature as such can help students review relevant research and establish the research problem. Arévalo et al (2021) provided a comprehensive error analysis of STEM students' mathematical, linguistic, and rhetorical-organizational assignments. The result showed that the dominant errors were rhetorical-organizational (39%) and linguistic (38%).…”

STEM methodologies and their importance in engineering training: a Scoping Review

“…Furthermore, by integrating natural sciences, technology, engineering, and mathematics, these methodologies enable students to acquire theoretical and practical knowledge in critical areas, foster collaboration, innovation, and creativity, and prepare students for a career in engineering. (Arévalo, Cantera, García-Marina, & Alves-Castro, 2021) This paper reviews ten scientific articles on the importance of STEM methodologies for engineering education to know the fundamental elements necessary in training the new engineers of the future. The industrial future is envisioned with high digital and multidisciplinary content, so engineering schools must reform their curricula so that new professionals have a new vision of their participation in modern industry.…”