Analysis of Relationships between Prior Knowledge, Approaches to Learning, and Mathematics Performance among Engineering Students

Autor/inn/en	Zakariya, Yusuf Feyisara; Nilsen, Hans Kristian; Bjørkestøl, Kirsten; Goodchild, Simon
Titel	Analysis of Relationships between Prior Knowledge, Approaches to Learning, and Mathematics Performance among Engineering Students
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 6, S.1015-1033 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zakariya, Yusuf Feyisara) ORCID (Nilsen, Hans Kristian) ORCID (Bjørkestøl, Kirsten) ORCID (Goodchild, Simon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1984596
Schlagwörter	Prior Learning; Learning Processes; Mathematics Achievement; Engineering Education; College Freshmen; Knowledge Level; Learning Strategies; Introductory Courses; Calculus; Foreign Countries; Mediation Theory; Outcomes of Education; Norway + Suchen Sie Ihr Suchwort? Vorkenntnisse; Learning process; Lernprozess; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ingenieurausbildung; Studienanfänger; Wissensbasis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Einführungskurs; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Ausland; Mediationsverfahren; Lernleistung; Schulerfolg; Norwegen
Abstract	Approaches to learning have been identified as crucial factors that influence students' mathematics performance. However, there have been mixed findings on which of the different approaches improve performance in undergraduate mathematics. Thus, this study aimed to unravel the specific effects of prior mathematics knowledge and approaches to learning on performance in mathematics among first-year engineering students. The design is cross-sectional, and the data are analysed with some structural equation modelling techniques. The findings show a positive effect of prior mathematics knowledge on performance. The effect of surface approaches to learning on performance is significant, negative, and surface approaches to learning mediate the effect of prior mathematics knowledge on performance. There are no substantial relations between prior mathematics knowledge, deep approaches to learning, and performance. Students who adopt surface approaches performed poorly but we found no evidence to claim that students who adopt deep approaches perform better in the course. By implication, our findings underscore the importance of discouraging engineering students from capitalizing on surface approaches to learning mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01