• Journal of the Korean School Mathematics Society
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• v.23 no.4
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• pp.523-556
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• 2020

In this paper, we investigated and analyzed how freshmen in science and engineering colleges understand the limit and the continuous concept of function. The survey found that there were more college students who did not do so than those who understood each concept by linking the concepts together. Therefore, in order to teach college general mathematics, It is necessary to analyze how college students are connecting mathematical concepts. And it is necessary to apply teaching-learning methods suitable for individuals.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.369-379
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• 2013

In this paper, we analyzed the freshmen's achievements on general mathematics their GPA based on 'basic mathematics diagonal test score' among college entrance types in natural science or engineering. Also, we studied the achievements of students who were not passed the 'Basic Mathematics Diagonal Test (BMDT)' and had to take supplementary lessons to improve their mathematics abilities four times a week during the first semester of academic year 2012 in Mokpo National University. We found the followings; first, freshmen were accepted by the university through the regular admission have a higher level of academic achievement compared other type admission. Second, freshmen's academic achievement in the first semester has significant meaningful effect on their academic achievement in the second semester. Finally, there are correlations between achievements of general mathematics and a curriculum of freshmen who were passed test after taking supplementary lessons.

• Journal of Engineering Education Research
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• v.16 no.1
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• pp.54-63
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• 2013

This study aims to investigate relationships among self-directed learning readiness [SDLR], prerequisite mathematics test score and achievement level in college mathematics. For this purpose, the adjusted SDLRS (self-directed learning readiness scale) of Guglielmino's model, the score of mathematics diagnostic assesment and first semester college mathematics score among 424 freshmen students of engineering department of D university in 2011 were used and analyzed. Research results are as follows: Firstly, freshmen of engineering department had average level of SDLR, though they showed relative low level of self-direction, passion and time control ability. Secondly, considering SDLR with the mathematics diagnostic assesment score (3 groups: high, middle, low), there were no statistically significant differences. Thirdly, concerning SDLR according to the achievement level in college mathematics, a group which acquired good achievement showed higher level of SDLR compared with middle or lowachievement group. Differences among three groups were statistically significant. Lastly, there were affirmative relationships between SDLR, mathematics diagnostic assesment score and achievement in college mathematics. Furthermore, mathematics diagnostic assesment score and achievement level in college mathematics were found to be the most closely related. Based on the results, we suggest strategies to elevate SDLR of engineering department students and improve their achievement in college mathematics.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.40-50
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• 2023

This study is to examine the validity of assessing basic-level proficiency in physics among incoming engineering freshmen through item analysis and standard setting. For empirical analysis, we examined the physics subject taken by the freshman class of 2021 at K University, considering its significance for engineering students. In this study, we initially performed item analysis utilizing both classical test theory and item response theory. Subsequently, leveraging the item and test information, we employed a modified Angoff method and the Bookmark method for standard setting. Consequently, the difficulty level initially set during item development was found to be higher than the actual performance level exhibited by the students. This study highlights a discernible disparity between the expected university standard and the real proficiency level of incoming freshmen in terms of basic academic ability in physics. Based on these research findings, a comprehensive discussion on the fundamental academic competence of engineering students was conducted, underscoring the necessity for formulating a tailored learning approach leveraging the outcomes from the basic ability test.

• Journal of Digital Convergence
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• v.13 no.2
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• pp.315-324
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• 2015

We investigated the student's satisfaction in team activities. The 64 engineering college freshmen were grouped into 13 teams, and a set of questionnaire was given and analyzed. The results showed that the overall team satisfaction positively affects the team performance. However, the team satisfaction is more correlated with the team member's participation and the relationship. The team satisfaction tends to increase when having an environment where the team members regard each other, which they felt more important than the outcome. The particular role of team members was not directly related to the team satisfaction, and the students prefer having self-control in team formation. By using the study results, we may support students to have a positive experience of team learning especially in convergence educational environment.

• Journal of Engineering Education Research
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• v.22 no.4
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• pp.22-31
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• 2019

This study aims to elucidate the relationship between physics and mathematics to predict achievement for the college level of engineering courses. For the last 4 years, more than 3,000 engineering college freshmen of this study took the diagnostic tests on three subjects, which were physics, mathematics, and chemistry before enrollment. We studied how strongly these diagnostic scores can predict each general college course grades. The correlation between the physics diagnostic scores and the course grades in physics was .264, which was significantly lower than the correlation between the mathematics scores and the physics grades, .311. This stronger prediction of the mathematical diagnostic scores for the general course grades was not found when predicting the grades in chemistry. We therefore conclude that mathematical preparation can unexpectedly predict future achievement in physics better than physics preparation due to the academic interrelationships between mathematics and physics.

• Journal of Engineering Education Research
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• v.14 no.2
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• pp.51-59
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• 2011

The wide range of the Freshmen English placement test scores implies the necessity of differentiating classes. However without a careful and detailed plan, there could be trial and error which would cause harmful and complicated troubles to students. This paper will report a case of grouping Freshmen for English classes at the Engineering College of a provincial university. The main procedures include preparing and executing the placement test, grouping classes, preparing and executing a common final test, preparing grading policy, and reporting. Each procedure is going to be explained and evaluated to improve the quality of English classes and the ability of students at the Engineering College.

• Journal of Engineering Education Research
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• v.25 no.4
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• pp.35-41
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• 2022

In order to enhance basic competencies for freshmen at engineering college, whose learning ability is gradually declining, a new course was developed to review basic mathematics and physics through a process of collecting opinions from fellow professors. Tests in six fields of math and physics with the same problems showed the correct answer rate rose from 24.8% at the beginning of the semester to 59.0% at the end of the semester after operating the course developed. According to the survey, the students' self-evaluated confidence on the basic competencies in 16 fields of math and physics showed a significant increase. Students with high confidence in basic competencies also received high actual grades. General high school graduates' confidence point in basic competencies improved from 54.7 at the beginning to 75.3 points at the end of the semester, while specialized high school graduates' enhanced from 38.3 to 64.0 which is higher than that of general high school graduates at the beginning of the semester.

• Journal of Engineering Education Research
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• v.13 no.5
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• pp.55-60
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• 2010

Chemistry laboratory class was produced for senior high school freshmen with the cooperation of university staffs, high school teachers and the university students. Although the students who will take the lab class are senior high school freshmen, we decided to prepare four experiments that are simple and have highly visible reactions or transformation. That is, 1) Water purification, 2) Surface modification, 3) Briggs-Rauscher reaction, and 4) Polymer synthesis and characterization. After the safety guideline and experiment instructions by the faculty staffs, two teaching assistants (TAs) supervised each experiment. Since taking a direct part in it will provide stronger impact than only being one who is just watching the experiment, all experiments contained some process that the high school students must handle the reagents, tools or the equipment, by themselves. Although, the operation performed by the students was limited to a series of simple actions, the various unique phenomena presented by the experiments impressed the students. The lab class was fruitful not only for high school students, but also good for university students. The lab class provided good opportunity for them to improve the abilities to teach and guide someone.

• Journal of Engineering Education Research
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• v.16 no.2
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• pp.78-85
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• 2013

An 'Introduction to Creative Engineering Design' course at College of Engineering at Chungnam National University is required for all freshmen. The objective of this course is to educate the freshmen with basic engineering design concepts and experiences in creative problem-solving approaches. It provides the students learning opportunities in solving engineering design problems through team efforts and creative approaches. Thus, this course emphasizes creative ideas and thinking, engineering design experiences to students over the course. This study presents the syllabus, the examples of PBL (problem based learning)-related activities as a team, and the results of the course evaluation and outcomes. Based on the results of this study, we can conclude that overall this course using PBL method had significant positive effects on the course outcomes and the creativity of the engineering freshmen in the department of environmental engineering at Chungnam National University. However, there are still efforts to be needed to improve the PBL-related activities in the course, including students' workload, financial supports, and team work.