An investigation into the influence of cultural background on the mathematics achievement of international engineering students

2.50
Hdl Handle:
http://hdl.handle.net/10545/285152
Title:
An investigation into the influence of cultural background on the mathematics achievement of international engineering students
Authors:
Grenyer, Geoffrey
Abstract:
This exploratory research aimed to identify significant differences of approach to mathematics by engineering students which correlate with their country of previous study. Comparisons were made between students from the UK and those from the middle east. The research used a written questionnaire in which students were asked about their mathematical influences, tuition, revision, assessment, feelings and beliefs about mathematics. The questionnaire was given to 120 first year undergraduates in engineering at the University of Derby, including 38 from the middle east and 72 from the UK. Follow up interviews with students determined the structure of mathematics education common in the middle east. Discussions with teaching colleagues and the University international student advisor further informed the conclusions. The data indicated observable differences in most areas. The most significant were influences and methods of tuition, where self study, closed question solving and the completion of similar exercises were considered more important by middle eastern students than by UK students. The research concludes that these data show that differences of approaches to mathematics between middle east and UK students are not large and are only one factor determining differential performance. Recommendations are made that more subject specific research is carried out across a wider range of cultural backgrounds to determine the relative importance of academic, cultural and material effects on student performance whilst noting the significant practical advice already published.
Publisher:
Loughborough University
Journal:
EE2012 Conference Papers
Issue Date:
Sep-2012
URI:
http://hdl.handle.net/10545/285152
Additional Links:
http://cede.lboro.ac.uk/ee2012/papers/ee2012_submission_166_rdp.pdf
Type:
Research Report
Language:
en
Description:
Conference paper presented at EE2012 International Conference on Innovation, Practice and Research in Engineering Education
ISBN:
9781907632 16 7
Sponsors:
University of Derby RLTF
Appears in Collections:
The Built Environment Research Group (BERG)

Full metadata record

DC FieldValue Language
dc.contributor.authorGrenyer, Geoffreyen_GB
dc.date.accessioned2013-04-25T18:29:47Z-
dc.date.available2013-04-25T18:29:47Z-
dc.date.issued2012-09-
dc.identifier.isbn9781907632 16 7-
dc.identifier.urihttp://hdl.handle.net/10545/285152-
dc.descriptionConference paper presented at EE2012 International Conference on Innovation, Practice and Research in Engineering Educationen_GB
dc.description.abstractThis exploratory research aimed to identify significant differences of approach to mathematics by engineering students which correlate with their country of previous study. Comparisons were made between students from the UK and those from the middle east. The research used a written questionnaire in which students were asked about their mathematical influences, tuition, revision, assessment, feelings and beliefs about mathematics. The questionnaire was given to 120 first year undergraduates in engineering at the University of Derby, including 38 from the middle east and 72 from the UK. Follow up interviews with students determined the structure of mathematics education common in the middle east. Discussions with teaching colleagues and the University international student advisor further informed the conclusions. The data indicated observable differences in most areas. The most significant were influences and methods of tuition, where self study, closed question solving and the completion of similar exercises were considered more important by middle eastern students than by UK students. The research concludes that these data show that differences of approaches to mathematics between middle east and UK students are not large and are only one factor determining differential performance. Recommendations are made that more subject specific research is carried out across a wider range of cultural backgrounds to determine the relative importance of academic, cultural and material effects on student performance whilst noting the significant practical advice already published.en_GB
dc.description.sponsorshipUniversity of Derby RLTFen_GB
dc.language.isoenen
dc.publisherLoughborough Universityen_GB
dc.relation.urlhttp://cede.lboro.ac.uk/ee2012/papers/ee2012_submission_166_rdp.pdfen_GB
dc.subjectMathematicsen_GB
dc.subjectCultural backgrounden_GB
dc.subjectEngineeringen_GB
dc.subjectInternational studentsen_GB
dc.titleAn investigation into the influence of cultural background on the mathematics achievement of international engineering studentsen
dc.typeResearch Reporten
dc.identifier.journalEE2012 Conference Papersen_GB
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