Mathematics is one of an important tool for engineering and technology students to solve day-to-day problems in life in general and problems posed to them in engineering and technology courses in particular. To help them capture mathematical concepts use of appropriate instructional approach is equally important factor. Instruction supported by technological software is reported to be useful in general terms, but the importance on motivation is debated. To this end, Quasi-experiment research was conducted in Wolkite University to investigate MATLAB Software supported learning and students' motivation in learning Applied Mathematics II. Different instructional approaches: MATLAB Software supported traditional lecture method and MATLAB supported collaborative method were established for this purpose. Two intact classes, Mechanical engineering groups 1 and 2, were selected using a simple random sampling technique, each of which took specific intervention. The numbers of the students involved were initially 30 and 29 respectively. Both pre and post motivation Likert Scale items were prepared and administered to the respondents before and after treatment respectively. The results of the study show that there is no significant mean difference in students' motivation for learning mathematics between the two groups. Besides, there is no significant mean difference between the components of motivation except for intrinsic and extrinsic motivation that seeks further scrutiny. Reasons for non-significant difference were highlighted some of which included a lack of experience, and a lack of motivation to learn mathematics itself. The ability to manipulate technological software and access could also be noted that lay context at the center.
| Published in | Education Journal (Volume 10, Issue 1) |
| DOI | 10.11648/j.edu.20211001.11 |
| Page(s) | 1-7 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2021. Published by Science Publishing Group |
MATLAB Supported Learning Method, Students Motivation, Applied Mathematics
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APA Style
Eyasu Gemechu, Kassa Michael, Mulugeta Atinafu. (2021). Effects of MATLAB Supported Learning on Students’ Motivation on Learning Applied Mathematics: A Case of Mechanical Engineering Students, Wolkite University. Education Journal, 10(1), 1-7. https://doi.org/10.11648/j.edu.20211001.11
ACS Style
Eyasu Gemechu; Kassa Michael; Mulugeta Atinafu. Effects of MATLAB Supported Learning on Students’ Motivation on Learning Applied Mathematics: A Case of Mechanical Engineering Students, Wolkite University. Educ. J. 2021, 10(1), 1-7. doi: 10.11648/j.edu.20211001.11
AMA Style
Eyasu Gemechu, Kassa Michael, Mulugeta Atinafu. Effects of MATLAB Supported Learning on Students’ Motivation on Learning Applied Mathematics: A Case of Mechanical Engineering Students, Wolkite University. Educ J. 2021;10(1):1-7. doi: 10.11648/j.edu.20211001.11
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author = {Eyasu Gemechu and Kassa Michael and Mulugeta Atinafu},
title = {Effects of MATLAB Supported Learning on Students’ Motivation on Learning Applied Mathematics: A Case of Mechanical Engineering Students, Wolkite University},
journal = {Education Journal},
volume = {10},
number = {1},
pages = {1-7},
doi = {10.11648/j.edu.20211001.11},
url = {https://doi.org/10.11648/j.edu.20211001.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20211001.11},
abstract = {Mathematics is one of an important tool for engineering and technology students to solve day-to-day problems in life in general and problems posed to them in engineering and technology courses in particular. To help them capture mathematical concepts use of appropriate instructional approach is equally important factor. Instruction supported by technological software is reported to be useful in general terms, but the importance on motivation is debated. To this end, Quasi-experiment research was conducted in Wolkite University to investigate MATLAB Software supported learning and students' motivation in learning Applied Mathematics II. Different instructional approaches: MATLAB Software supported traditional lecture method and MATLAB supported collaborative method were established for this purpose. Two intact classes, Mechanical engineering groups 1 and 2, were selected using a simple random sampling technique, each of which took specific intervention. The numbers of the students involved were initially 30 and 29 respectively. Both pre and post motivation Likert Scale items were prepared and administered to the respondents before and after treatment respectively. The results of the study show that there is no significant mean difference in students' motivation for learning mathematics between the two groups. Besides, there is no significant mean difference between the components of motivation except for intrinsic and extrinsic motivation that seeks further scrutiny. Reasons for non-significant difference were highlighted some of which included a lack of experience, and a lack of motivation to learn mathematics itself. The ability to manipulate technological software and access could also be noted that lay context at the center.},
year = {2021}
}
TY - JOUR T1 - Effects of MATLAB Supported Learning on Students’ Motivation on Learning Applied Mathematics: A Case of Mechanical Engineering Students, Wolkite University AU - Eyasu Gemechu AU - Kassa Michael AU - Mulugeta Atinafu Y1 - 2021/01/28 PY - 2021 N1 - https://doi.org/10.11648/j.edu.20211001.11 DO - 10.11648/j.edu.20211001.11 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 1 EP - 7 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20211001.11 AB - Mathematics is one of an important tool for engineering and technology students to solve day-to-day problems in life in general and problems posed to them in engineering and technology courses in particular. To help them capture mathematical concepts use of appropriate instructional approach is equally important factor. Instruction supported by technological software is reported to be useful in general terms, but the importance on motivation is debated. To this end, Quasi-experiment research was conducted in Wolkite University to investigate MATLAB Software supported learning and students' motivation in learning Applied Mathematics II. Different instructional approaches: MATLAB Software supported traditional lecture method and MATLAB supported collaborative method were established for this purpose. Two intact classes, Mechanical engineering groups 1 and 2, were selected using a simple random sampling technique, each of which took specific intervention. The numbers of the students involved were initially 30 and 29 respectively. Both pre and post motivation Likert Scale items were prepared and administered to the respondents before and after treatment respectively. The results of the study show that there is no significant mean difference in students' motivation for learning mathematics between the two groups. Besides, there is no significant mean difference between the components of motivation except for intrinsic and extrinsic motivation that seeks further scrutiny. Reasons for non-significant difference were highlighted some of which included a lack of experience, and a lack of motivation to learn mathematics itself. The ability to manipulate technological software and access could also be noted that lay context at the center. VL - 10 IS - 1 ER -
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