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dc.contributor.authorGrenyer, Geoffrey
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
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.
dc.description.sponsorshipUniversity of Derby RLTFen
dc.language.isoenen
dc.publisherLoughborough Universityen
dc.relation.urlhttp://cede.lboro.ac.uk/ee2012/papers/ee2012_submission_166_rdp.pdfen
dc.subjectMathematicsen
dc.subjectCultural backgrounden
dc.subjectEngineeringen
dc.subjectInternational studentsen
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
refterms.dateFOA2019-01-23T09:05:16Z
html.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.


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