Integrating MATLAB Into First Year Engineering Mathematics: A Project Management Approach to Implementing Curriculum Change

A review and reflection on the curriculum change project carried out at UCL in the academic year 2014- 15 to introduce Matlab teaching in the first year engineering mathematics is carried out. The project was guided by findings from the literature on computer algebra systems, and conducted using classical project management techniques. A key finding from this project is that the project success was entirely dependent on evidence-based guidance from the literature and on systematic adoption of proper project management techniques

Satu Dekade Implementasi Software Matlab Dalam Meningkatkan Hasil Belajar Siswa: Sebuah Meta-Analisis

The development of technology gives rise to various software that is very useful in the field of education. One of the software as an example is MATLAB, a software that is widely used to process data and programming languages. Many studies have been conducted on MATLAB software to review its relationship to student learning outcomes. Therefore, the purpose of this meta-analysis is to re-analyze these studies and scientific publications related to MATLAB and student learning outcomes. Data was collected from indexing databases such as Scopus, DOAJ, WorldCat, dan Google Scholar. The data used is the result of research that contains the value of Fisher's test (F), student test (t), correlation test (r), and the number of students (N). Then the data is analyzed through a meta-analysis using the effect size value and standard error to see the effect size summary. From the results obtained using the JASP software, it is known that there are significant results in learning outcomes using MATLAB  media by 67% with an estimated impact of 0.673, which is included in the medium category. For this reason, it was found that the MATLAB learning media did not fully impact student learning outcomes

Integrated technologies instructional method to enhance bilingual undergraduate engineering students

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonMathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with the modern technological development is a must. Due to the complexity of mathematics learning and the varied learning styles of learners, an integration of appropriate multiple instructional strategies into mathematics education will positively impact mathematical achievement of students. The purpose of this research was to examine the effects of the use of Integrated Technologies Instructional Method (ITIM) as a supplement to the traditional lecture method on mathematics achievement of the Integral Calculus students at the College of Engineering, University of Ha'il, Saudi Arabia. The ITIM includes the four instructional strategies such as the use of the Computer-Supported Collaborative Learning, the collaborative learning, the bilingual support and the study support. Different types of academic supports have been used to examine their effects on students achievement in mathematics. Mathematics, the bedrock of science and engineering, is considered a very important indicator of a student's academic success in professional higher education. Undergraduate engineering students' low achievement in the first year mathematics is an issue demands much attention. The study was undertaken to address students' weak background in mathematics and particularly their high failure rates in this particular course. A total of 218 undergraduate engineering students, comprising of both the experimental and the control groups, were involved in this experimental design study. The control group was taught by the traditional lecture method whereas the experimental group was exposed to the ITIM as a supplement to the traditional lecture method. Apart from the effects of the use of ITIM, students' performance in the previous courses (covariates) such as mathematics, computer, and the English language were compared with their final grades of the Integral Calculus course. The final grades of students were taken as the dependent variable and the ITIM and students' scores in the previous courses as the independent variables. It has been noticed from the literature review that the application of only one instructional strategy does not address the needs of the diverse learning styles of students. A mixed mode method, quantitative and qualitative, was used to collect and analyse data. The quantitative data instruments included students' final exam grades and the student questionnaires. Interviews with students were used as qualitative tools of data collection. An independent t-test, ANOVA, univariate analysis and the stepwise multiple regression analysis were performed to determine the overall statistical significance. The study concluded that there was a statistically significant difference in the performance of the experimental group of students' in terms of their end-of-course grades compared to that of the control group. The regression model revealed significance of covariates on the dependent variable. However, no significant relationship was found between the mathematics achievement and attitudes towards the use of ITIM. The study was an attempt to demonstrate the suitability of the instructional strategies on the bilingual Arab undergraduate engineering students; however, they can probably be applicable to other bilingual students

A Study of the Effects of Using Matlab as a Pedagogical Tool for Engineering Mathematics Students

The paper describes the effects of using MATLAB as a teaching and learning aid for engineering mathematics students. MATLAB has been integrated as a supplement to the traditional classroom teaching and learning. Students enrolled into the first year Integral Calculus course at the University of Haâ??il, Saudi Arabia, are the sample of the study. Students used the software in small groups and submitted their work in groups. The aims of the study are to assess the effects of the use of the software on studentsâ?? attitudes and motivation towards the utilization of technology in the teaching and learning of engineering mathematics and its impact on learning. Qualitative and quantitative data collected from the study revealed that the students have benefitted from the software. The use of the software has enhanced studentsâ?? conceptual understanding despite their weak mathematical skills. It has been noticed that studentsâ?? attitudes have been positive and their performance in the course has improved