“…Interestingly, a differentiated analysis shows that beyond the achievement in the preliminary test, participation in tutorials seems to have a stronger impact on students' achievement in final exams than in the students' achievement in the tutorials. We interpret this finding as a result of students' tendency to copy homework, which is the basis for achievement in tutorials, instead of paying attention during tutorials (Göller 2020).…”
Section: Relationships Among Theoretical Constructsmentioning
confidence: 88%
“…5 Data collection during the first year of engineering studies; the first final exam is on linear algebra, the second exam to analysis exam. Finally, research has shown that students tend to copy homework instead of solving the tasks for themselves (Göller 2020). For this reason, the results concerning achievement in homework have to be carefully interpreted.…”
Engineering students particularly struggle with mathematics in the first year of their university studies. A result of these difficulties are high drop-out rates among the engineering students. There are various measures to support the students in their studies such as preparatory courses or bridging courses. The contribution of this research is to investigate the impact of certain factors on engineering students’ success in their first year of studies in a supportive environment which includes a preparatory course, tutorials, a bridging course and a drop-in centre. First, we ask how the students’ use of support measures impact the students’ success. Second, we clarify which affective, motivational and cognitive factors affect the students’ success in mathematics. Our further aim is to investigate the relationships between the factors that impact students’ success. We consider potential factors during the first year of studies. Our results suggest that particularly students’ mathematical abilities before the first semester and a support in tutorials during the first semester account for students’ success in the final exams in the first year of engineering studies.
“…Interestingly, a differentiated analysis shows that beyond the achievement in the preliminary test, participation in tutorials seems to have a stronger impact on students' achievement in final exams than in the students' achievement in the tutorials. We interpret this finding as a result of students' tendency to copy homework, which is the basis for achievement in tutorials, instead of paying attention during tutorials (Göller 2020).…”
Section: Relationships Among Theoretical Constructsmentioning
confidence: 88%
“…5 Data collection during the first year of engineering studies; the first final exam is on linear algebra, the second exam to analysis exam. Finally, research has shown that students tend to copy homework instead of solving the tasks for themselves (Göller 2020). For this reason, the results concerning achievement in homework have to be carefully interpreted.…”
Engineering students particularly struggle with mathematics in the first year of their university studies. A result of these difficulties are high drop-out rates among the engineering students. There are various measures to support the students in their studies such as preparatory courses or bridging courses. The contribution of this research is to investigate the impact of certain factors on engineering students’ success in their first year of studies in a supportive environment which includes a preparatory course, tutorials, a bridging course and a drop-in centre. First, we ask how the students’ use of support measures impact the students’ success. Second, we clarify which affective, motivational and cognitive factors affect the students’ success in mathematics. Our further aim is to investigate the relationships between the factors that impact students’ success. We consider potential factors during the first year of studies. Our results suggest that particularly students’ mathematical abilities before the first semester and a support in tutorials during the first semester account for students’ success in the final exams in the first year of engineering studies.
“…Finally, also concerning students' review of mathematics lectures, problems are documented in the literature. Students often focus their work out of class on homework problems they are required to solve (Göller, 2019). In advanced mathematics courses these problems often have the purpose of elaborating students' understanding of the mathematical theory covered in the lecture, and already require an initial grasp of the concepts, theorems, and proofs presented there (Bauer, 2015).…”
Section: Students' Difficulties In Learning From Mathematics Lecturesmentioning
confidence: 99%
“…Finally, the approach could also address problems concerning students' post-class processing of mathematics lectures. If students already gain an understanding of the formal lecture content in class, an intensive post-class processing is no longer necessary, which can address the problem that students often do not post-class process mathematics lectures intensively (Bauer, 2015;Göller, 2019). Furthermore, the instructor's in-class activities illustrating how experts in mathematics make sense of the definitions, theorems, and proofs covered could provide students with meta-knowledge of how they could post-class process a traditional advanced mathematics lecture, which remains often implicit.…”
Section: Potentialities Of the Flipped Classroom In This Adaptation To Address Students' Difficultiesmentioning
confidence: 99%
“…Therefore, an intensive post-class processing of mathematics lectures is necessary for many students to make sense of the content. However, students often do not post-class process lectures carefully (Bauer, 2015;Göller, 2019). Furthermore, they often do not record the lecturer's informal oral explanations (Fukawa-Connelly et al, 2017), so that even if they invest a considerable amount of time for post-class processing, it may still be hard for them to make sense of the formal content (the definitions, theorems, and proofs) by themselves after class solely on the basis of their notes.…”
In traditional advanced mathematics lectures the instructor usually provides definitions, theorems, and proofs on the board rather quickly. The students often cannot make sense of these during the lecture as they are busy writing. In order to gain an understanding of the content, an intensive post-class processing on the basis of their notes would therefore be necessary for many students. However, students often do not post-class process lectures carefully. Furthermore, they often do not record the lecturer's oral explanations that are essential to make sense of the formal lecture content. One approach to address these problems is a flipped classroom, in which students come into contact with new content before class, while the in-class time is used for activities that help students make sense of it. We implemented an adaptation of this approach in a proof-oriented analysis course, in which the instructor used the in-class time to illustrate how experts in mathematics make sense of new definitions, theorems, and proofs, while keeping the lecture as the mode of teaching. In this article we describe this adaptation, its possible benefits for addressing students' problems in learning from traditional mathematics lectures, and its actual effects, which we investigated in an empirical study.
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