A Pedagogical Model on Engineering Students’ Learning
of Mathematics during the COVID-19 Pandemic

Humberto Rafeiro; Muhammed Syam

doi:https://doi.org/10.14445/22315373/IJMTT-V68I6P515

International Journal of Mathematics Trends and Technology

Research Article | Open Access | Download PDF

Volume 68 | Issue 6 | Year 2022 | Article Id. IJMTT-V68I6P515 | DOI : https://doi.org/10.14445/22315373/IJMTT-V68I6P515

A Pedagogical Model on Engineering Students’ Learning of Mathematics during the COVID-19 Pandemic

Humberto Rafeiro, Muhammed Syam

Received	Revised	Accepted	Published
29 Apr 2022	11 Jun 2022	20 Jun 2022	29 Jun 2022

Abstract

This study investigated the effects of using the flipped classroom pedagogical model in teaching Calculus II during COVID-19 at UAEU in Fall 2021. In addition, it investigated students’ perceptions of their learning and engagement in the flipped classroom. Thirty-four students from the college of Engineering participated in the study. The research aimed at investigating the impact of using the flipped classroom model on students’ achievements in the experimental groups (14 students) and comparing the results with those of the traditional group (20 students), which followed traditional teaching methods. The focus of the study was the double and triple integrals and their applications. A quasi-experimental design was implemented, and two research instruments were designed and used; a pre-and post-tests in addition to a survey. The study showed that students in the experimental group had a significant improvement compared with the traditional group. In addition, most students in the experimental group had a positive attitude toward the use of the flipped classroom.

Keywords

Flipping classroom, Pre-test, Post-test, Survey, quasi-experimental design.

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Citation :

Humberto Rafeiro, Muhammed Syam, "A Pedagogical Model on Engineering Students’ Learning of Mathematics during the COVID-19 Pandemic," International Journal of Mathematics Trends and Technology (IJMTT), vol. 68, no. 6, pp. 131-136, 2022. Crossref, https://doi.org/10.14445/22315373/IJMTT-V68I6P515