جستجوی مقالات مرتبط با کلیدواژه « دانشجویان مهندسی » در نشریات گروه « علوم تربیتی »

The aim of the present research was to examine the relationship between self-efficacy in mathematics, computer science and engineering students’ academic performance. This research was applied and descriptived and correlational. The population of this research includes all engineering students of Isfahan University of Technology in the academic year 1402-1401 and multi-stage cluster sampling method. Questionnaires used to collect information include mathematical self-efficacy questionnaire (MSES), Murphy, Kuro and Owen self-efficacy questionnaire and Henderson Questionnaire were used to measure science self-efficacy. The validity and reliability of this questionnaire has been confirmed in past researches. In this research, the validity of these questionnaires has been checked and confirmed by subject experts, and its reliability has been confirmed by Cronbach’s alpha. The data obtained from the questionnaires were used by means of descriptive statistics such as mean and standard deviation and inferential statistics such as Pearson correlation and multiple regression. The results of the data analysis indicated that having self-efficacy in mathematics and computers can predict academic performance and science has a correlation with academic performance. Meanwhile, mathematics self-efficacy has the greatest power to explain mathematics performance, followed by computer and science self-efficacy, which has the power to explain the academic performance of undergraduate engineering students.

Students’ learning and motivation have always been important topics in higher education, and the factors affecting them have been investigated in different ways. The present research was conducted with the aim of investigating the effect of teaching methods on students’ motivation and learning. The research was conducted as a survey among  students of University of Zanjan. Data were collected using questionnaire in person and online. SPSS 22 and Smart PLS 3 software were used to analyze the data. The findings showed that there is a significant relationship between all variables in general, but this correlation was not significant in the faculties of science, and agriculture. The teaching method had a significant effect on students’ motivation and learning. In addition, motivation played a mediating role in the relationship between teaching methods and students’ learning. The results of mean test showed that there is no significant difference in research variables between male and female students. In addition, the research model was significantly different among students of engineering faculties with faculties of humanities, and sciences only in one path (the effect of teaching method on motivation).

Nowadays, it is an institutionalized view that universities and higher education centers can improve their teaching and learning approaches through the curriculum. Recent studies have shown that many universities are adapting curricula and educational approaches to Industry 4.0. The current study aimed to identify the digital skills required to be included in engineering students’ curriculum and provide mechanisms to adapt engineering students’ competencies to Industry 4.0. This study utilized Sandelowski and Barroso’s (2006) six-step meta-synthesis. By searching reliable databases, 61 studies were selected, analyzed, and coded. The findings revealed that the skills required by engineering students in the curriculum included the following: 1. technological and digital skills, 2. engineering skills, and 3. basic skills. Furthermore, the analysis of data resulted in the identification of 21 mechanisms. Five of these mechanisms are as follows: 1. curriculum design following the requirements of Industry 4.0, 2. the use and practical application of digital technologies in the curricula of higher education institutions, 3. developing a convergent curriculum based on new technologies and fundamental changes in the structure of education, course content, and teaching, 4. lab-based and practical education in engineering education curricula, and 5. education of engineerring students based on a technological platform to develop digital skills in them to meet the demands of Industry 4.0. Finally, some operational guidelines are provided on how to update university curricula.

Mathematical modeling is an interconnecting process between mathematics and real-world problems that, as a tool, can be applied to increase motivation, develop cognitive competencies, and enhance the ability to transfer mathematical knowledge to other areas such as engineering disciplines. This study aimed to investigate the effect of applying the modeling approach on the problem-solving performance of engineering students during a differential equation course and compare the results with those of traditional teaching.

A quasi-experimental method with a pretest-posttest design comprising a control group was applied in this study. The statistical population was 1225 engineering students of the Islamic Azad University Central Tehran Branch. The available statistical sample contained two experimental and control groups, each comprising 33 engineering students who randomly attended the course. The modeling approach was applied to teach the first-order separable, linear and homogeneous differential equations in the experimental group, whereas, in the control group, the traditional approach was used. Since the antecedent knowledge of calculus directly affects the ability of students to learn differential equations, a placement test was first applied to both groups. A combination of the results derived from the placement test and the modeling pre-test was used as the covariate in the Analysis of Covariance (ANCOVA) test, and the modeling performance of both groups and their problem-solving skills were eventually examined.

The data extracted from pre-test and post-test results were analyzed using the SPSS version 26. The results of this study indicate that apart from the fact that teaching differential equations based on the modeling approach can increase the ability to apply mathematical knowledge in the field of engineering, it also can significantly improve their problem-solving performance. In contrast, in the traditional approach, students cannot transfer the knowledge attained from the course to applied and real-world problems. The research findings can be used in reviewing the differential equation syllabus.Abstract (Extended): Due to the lack of connection between real-world applications that students encounter in their future careers and the knowledge attained from traditional mathematics courses at the university, students are virtually incapable of interpreting complex structural systems as the future workforce. Therefore, the primary purpose of introducing major mathematics courses in the engineering curriculum should be to prepare students for mathematical reasoning on the issues they will face in their related engineering courses and/or real-world applications. Studies over the past few decades have shown that mathematical modeling as an interconnecting tool between mathematics and real-world problems can help students fulfill this goal effectively. Due to this fact, many international associations around the world, such as GAIMME (2016), have suggested guidelines and instructions for the inclusion of mathematical modeling as a new subject in the syllabus of typical mathematics courses such as calculus, linear algebra, and differential equations that are generally taught in non-mathematical STEM (Science-Technology-Engineering-Mathematics) disciplines. It has also been suggested, in many cases, to include mathematical modeling in the curriculum as a separate mathematics course. In many international reports such as PISA OECD and CCSSM, the mathematics literacy of students and their skills and general perceptions are assessed by their ability in modeling, which confirms the importance and necessity of applying mathematical modeling at different educational levels. Differential equations (DEs), to a great extent, may be considered as a modeling procedure that interrelates applied and real-world phenomena with abstract mathematical concepts. Therefore, as the results of this study reveal, using the modeling approach in instructing DEs may improve the students’ problem-solving performance.Like other mathematics courses, which are generally incorporated into the engineering curriculum, the syllabus of differential equations is designed, coordinated, and taught by mathematicians. As a result, the main contents are often presented in the form of abstract and general examples, and the instruction is through introducing a set of well-known equations solved by specific algebraic techniques. Therefore, many researchers now acknowledge that the relationship between differential equations and their solutions for most students is more procedural than conceptual. This study aimed to investigate the effect of applying the modeling approach on teaching differential equations to students and its preeminence compared to the conventional method considering their problem-solving performance and modeling abilities. The research was conducted on two groups of students who had randomly attended the course from different engineering disciplines. Initially, a modeling pre-test and a calculus placement test were performed to assess their background knowledge in mathematics, which as a covariate, it is anticipated to have a statistically significant impact on the analysis of covariance. The results showed that the two groups had almost equal performances, both in the calculus (sig = 0.803) and the modeling (sig = 0.708) tests.In the experimental group, students were introduced first to different stages of the mathematical modeling cycle, including understanding the task, simplifying/structuring, mathematizing, working mathematically, interpreting and validating through an example, and achieving competence to form and solve a differential equation during the stages of mathematizing and working mathematically. The students in the experimental group learned to solve first-order separable, linear and homogeneous differential equations based on the modeling cycle procedure, whereas, in the control group, the conventional algebraic approach was instructed; and the performance of both groups in modeling was then assessed by performing a test comprising real-world problems. Since not being introduced to modeling skills, students are virtually unable to translate existing real-world mathematical concepts into the form of differential equations; it is anticipated that the null hypothesis of equality of the means of the two groups should be rejected by selecting any significance level. This assertion was confirmed by the research findings, which reveal that the experimental group significantly outperformed the control group in the modeling post-test (sig<0.001).Therefore, in addition to evaluating the students’ modeling ability, it was decided to assess the effect of applying the modeling approach on their overall problem-solving performance. Hence, other course topics were taught to both groups by the conventional method. Similarly, the use of both ANOVA and ANCOVA tests shows that the hypothesis of equality of the means of the two groups in the final exam was also rejected (sig = 0.009 and sig <0.001).The results of this study clearly show that students in the control group lacked a conceptual perception of applied problems and were incapable of connecting real-world conditions to abstract mathematical concepts. In contrast, students in the experimental group attained the ability to interpret and analyze existing physical and abstract mathematical concepts in real-world problems and model them through integrating conceptual and procedural understanding.

Industry 4.0 is one of the most challenging topics for engineering design as well as higher education. One of the fascinating topics of academic and industrial circles has been the creation of capabilities, requirements, and competencies in students to adapt to industry 4.0. This study aims to identify the capabilities, requirements, and competencies of higher education and graduate students based on a qualitative approach and the meta-synthesis study. Findings indicate that competencies and requirements in the dimensions of: 1. Competencies of engineering students (individual abilities, specialized knowledge, and skills, social abilities, technological skills), 2. University requirements (educational requirements 4.0, educational contexts, curriculum requirements, faculty improvement), 3. Non-university requirements (industry strategic skills 4.0, labor market requirements), 4. Human resource development were identified. The current study›s findings would be useful for planning the development of new approaches in engineering education curricula.

The main purpose of this research is to investigate the industry-oriented sense making competencies of engineering students. This qualitative research was carried out using the seven-step method of Sandlovski and Barroso. The metacomposite team consisted of three experts in curriculum planning and one expert in metacomposite research. 107 related research sources were used as the basis of the analysis, The result of which was extracting 11 themes of problem finding, finding a topic, choosing a topic with the aim of finding a new solution. Analyzing the information needs, designing and compiling the information search structure, implementing the information search process, evaluating the information search process, compiling the problem solving structure is based on the final information. Also the implementation of problem solving, the consequences of problem solving, and the final decision regarding the problem solving structure. The validity of the data was confirmed by using the techniques of reliability, transferability and alignment of data and trustworthiness of the data was also confirmed by the accurate guidance of the flow of information collection and alignment of the researchers. The results showed that proper sense making is necessary for success in many jobs, and a person must be able to make decisions, take action and develop an action plan in a turbulent and complex environment and in an uncertain state. Professors can show their creativity in the classroom by teaching sense making in the teaching process and combine the art of effective teaching with scientific knowledge. Based on the results of the research, on the one hand, it can provide educational planners with a wide range of experiences, on the other hand, the identification of themes analyzed in the sense masking approach has a significant impact on improving the quality of teaching in the field of engineering education. The correct understanding of these factors are very important for the university and the higher education system.

A sustainable future is shaped by the development of a global mindset through the foster of skills and innovation in sustainable universities. In this regard, the aim of the study was to focus on fostering skills based on sustainable development on innovation competence of engineering students of Sistan and Baluchestan University. The research method was correlation. The study population was postgraduate engineering students of Sistan and Baluchestan University and the sample of 265 people was performed based on a simple random. The research instrument was two questionnaires of fostering skills based on sustainable development and students' innovation competence. Confirmatory validity, composied reliability and Cronbach's alpha were all reported to be appropriate tools. The method of analysis using SPSS software was Canonical Correlation analysis and regression. The results showed that there is a relationship between all components of fostering skills based on sustainable development and innovation competence of engineering students. On the other hand, all components of fostering skills have the power to predict the components of individual, interpersonal and network competence in innovation. It can be said that universities are constructive by fostering sustainable skills in order to create innovative competencies in shaping the future of a sustainable society.

The aim of this study was to investigate and validate research ethics in engineering graduate students.  The research method was descriptive-survey and the statistical population included all postgraduate students of technical-engineering fields at government universities of Tehran, Hormozgan, Ferdowsi and Gilan in the first semester of the academic year 2020-2021. Due to the size of the statistical population and the nature of the research, a sample of 402 people participated in the research and completed the Sailor Research Ethics Scales (1997) electronically. Statistical analysis of data was performed with SPSS 24 and Lisrel 8.5 software. The validity of the research ethics scale was examined from both content and structure aspects and the fit indices of confirmatory factor analysis showed that the confirmation model has an acceptable fit (χ2 = 52.2843, RSMEA = 0.09, RFI = 0.92, GFI = 0.74, CFI = 0.96). The reliability process was used the internal consistency method and the correlation of each subscale with the total score. Cronbach’s alpha coefficients for internal consistency, were 0.95 for the whole scale and 0.84, 0.74, 0.76, 0.90 for the four personal integrity, methodology, data analysis and publication. Also, the matrix of correlation coefficients between the subscales with the total score of research ethics indicated strong internal relationships and a significant positive correlation (P <0.001). Finally, in order to compare the results of future research with the norm group in Iranian culture were reported the mean and standard deviation of the subscales of the research ethics scale.

The issue of student motivation has always been of interest to researchers. The aim of this study was to investigate the effect of professors’ ethical behavior on students’ self-efficacy and motivation. The research was conducted as a survey among students of Zanjan University. 274 students by using convenient sampling participated in this study. Data were collected using questionnaire in person and online. SPSS and AMOS software were used to analyze the data. Findings showed that professors’ adherence to professional ethics has a significant effect on students’ self-efficacy and motivation. The effect of self-efficacy on student motivation was also significant. Self-efficacy plays a mediating role in the relationship between professors’ ethical behavior and student motivation. The results of the mean test showed that there was no significant difference in research variables between students of different faculties. The critical ratio of the difference between the parameters showed that the research model did not differ significantly according to gender. The research model did not differ significantly between engineering and humanities students, but in one path (the effect of professional ethics on motivation) between engineering and science students, and students of humanities and sciences (the effect of professional ethics on self-efficacy) was significant.

The purpose of this study was to investigate the mediating role of critical thinking in the relationship between personality traits and creativity with academic performance of students. The research method is applied and correlational. The study population consisted of all undergraduate engineering students of Birjand University who were studying in the academic year 2018-2019. 180 students were selected by relative stratified sampling method. SPSS and AMOS software were used for data analysis. To collect data, three questionnaires were used: California critical thinking skills form (B), standard creativity questionnaire, personality scale, and performance measures. Students’ academic achievement was considered as their average of the previous year in the academic year 2018. Findings showed that personality traits have a direct and significant effect on critical thinking, creativity on critical thinking, personality traits on academic performance, creativity on academic performance, critical thinking, and personality traits. Creativity through indirect thinking has a direct and significant effect on academic performance. The results of the path analysis also showed that the conceptual model of the research was well-suited.

In recent years, faculty members of various universities have presented numerous reports of lack of motivation among students in engineering fields. What are the reasons for this lack of motivation and how can students’ motivation be increased? Factors influencing motivation can be internal or external. The source of internal motivation, as the name suggests, lies in the internal personality of each person. On the other hand, the source of external motivation is in one’s environment and as an external factor encourages him/her to execute a certain task. Considering that motivation is an influential parameter in students’ learning and function in classroom, identifying the causes of lack of motivation and striving to rectify them, have considerable roles in the success of education and quality of learning. With this in mind, a two-step survey was conducted among the engineering students in University of Tehran. From the survey, the most and least influential factors in students’ lack of motivation were identified. In order to validate the findings of the first survey, a similar second survey was conducted in K.N. Toosi University, which resulted in similar results. It was found from the surveys that causes of lack of motivation are rooted both inside the universities (course curriculum, instructors and learning environment), and also outside in the society. From the 27 potential reasons for lack of motivation, the rigidity and theoretical nature of the courses, insufficient practical and skill building activities, and unrealized expectations were found to be the most influential in the expansion of lack of motivation among engineering students.

Mathematics subjects are important in engineering fields and have a significant effect on academic performance of engineering students. Some researchers recognized mathematics as a path for talented students to enter in engineering. It is also a factor of progress or failure of engineering students. The aim of present study is to investigate the trend of mathematics problem solving of engineering students with a reflective approach. A purposive sample was selected among the students of three engineering subjects which were civil, mechanical and electrical engineering of Bahonar University. The data was collected using interview sessions. It was a challenge in this research to explore the students’ solutions by using reflection during their mathematics problem solving. Applying reflection in investigating and discovering solutions of problem solving processes are studied. Some of findings indicates that reflection in three categories (reflection before action, reflection on action and reflection after action) has a positive effect on mathematics problem solving of engineering students and also it has improved the mathematics problem solving

The current study aimed to evaluate the effectiveness of the curriculum of communication and information technology and ICT in the Shiraz University of Applied Sciences. It is based on the modified eye model of descriptive survey. The statistical population of the study consisted of all 300 students of Information and Communication Technology and Information Technology (IT) in Shiraz University of Applied Sciences of 1396. Among them, 170 were selected as sample members using a random-stratified sampling method. A researcher-made questionnaire was used to collect data. Reliability and validity of the questionnaire were calculated using Cronbach›s alpha and item analysis. Data were analyzed using single sample T, Friedman test, and repeated variance analysis. The results of the findings showed that, from the viewpoint of the students, the status of technical competencies, contextual competencies and perceptual competencies were acceptable at acceptable level, but the behavioral competency status was lower than the average. Also, perceptual, technical, context and behavioral competencies have priority of 1 to 4, respectively. On the other hand, there was a significant difference between the importance of technical, behavioral, contextual and perceptual competencies in engineering students. The Bonferroni post hoc test showed that this difference was only statistically significant between the two dimensions of perceptual and behavioral competencies.

Determining the exact level of environmental knowledge of engineering courses is important because of their importance in their job prospects and engagement in environmental activities. In this research, the environmental knowledge of engineering students at Sahand University of Technology of Tabriz has been evaluated. In this regard, statistical survey of 360 university students was conducted using stratified sampling method from 3 university engineering faculties in undergraduate, senior and Ph.D. sections by gender. The evaluation was performed using a standard questionnaire and the obtained data was processed using Excel software. The results showed that 44.5% of the students lacked an appropriate level of environmental knowledge. Meanwhile, only 10 percent of the students reported that the university's performance was good about raising the student's environmental knowledge. 32.4% of the students acknowledged that the promotion of environmental knowledge of the students was of great importance. According to the results, 17% of students are willing to take an environmental education course. The results showed that despite of improving the students' educational level, the level of environmental knowledge of students does not change much, which could be a warning to university officials in order to take steps to improve the University's performance in raising of the students' environmental knowledge, which today is one of the fundamental issues discussed in the industrial era.

Aim of the present research is to investigate the role of metacognitive reflection in solving mathematic problems of engineering students. Samples of this research (12 students) are selected for interview among the students of civil engineering, mechanic, and electronics who were educating in Bahonar Kerman University in 2014-2015 using targeted sampling. In this paper examined metacognitive reflection on problem solving of engineering students has been examined from two aspects of knowledge and metacognition monitoring. The results of the research showed that “reflection” could increase the problem solving capability of the engineering students and could make them able to control and evaluate correctly in problem solving conditions. This research shows that problem solving is something more than finding small solutions for today`s problems and applying them to solve available problems also; it can encourage engineering students to use their engineering knowledge to solve real world problems. This is because solving the real problems makes learners justify to judge the problems in higher levels and also find new ideas.

The main objective of this study was checking the role of social capital in promoting entrepreneurial readiness of engineering students in Shiraz University. The method of this study was descriptive and correlational. The statistical society of this study included all engineering students of Shiraz University. The statistical sample in this study was 103 student that were selected among available sampling method. The data collection instrument was entrepreneurial readiness questionnaire of Omenyi & et al (2009) and social capital questionnaire of Gu & et al (2013) that their reliability was calculated respectively, 0.77 and 0.74. After the calculated of validity and reliability, the instruments was distributed among the participants and then the data was analyzed thorough single-sample t-test, Pearson correlation and structural equation modeling. The results of single-sample t-test showed that the social capital and entrepreneurial readiness in engineering students, were higher than acceptable levels (Q2). Pearson correlation analysis showed that there is a significant positive relationship between social capital and all of its components with entrepreneurial readiness, and job readiness. The test results of structural equation modeling using LISREL 8.8 software, showed that social capital, is a significant positive predictor of readiness entrepreneurship among the students of engineering.

Mathematics has a special place in the quality of engineering education. Engineering depends significantly on the mastery of mathematics and mathematics is the foundation of engineering. This study is focused on the quality of mathematics education of engineering students by identification and classification of engineering students’ errors in solving differential equations. 43 engineering student test sheets were studied in the second semester of the 2012 academic year. Student's errors in solving differential equations are considered as one of the causes of mathematics academic failure. The four-stage model, called Baft, is presented as 1-Diagnoses (a differential equation), 2- Call (a good strategy to solve the differential equation), 3- Run (the called strategy) and 4-Review (the implementation of the strategy). As a quasi-experimental design, students’ performance in pretest (the midterm exam) and post test (the final exam) are compared. The Diagnoses-errors rate is reduced from 44% to 21%, whereas the percentage of Call-errors increased from 15% to 25%. Percentage of Run-errors and Review-errors have not changed significantly.