A Comparative Study of the Attitudes, Views, and Difficulties of Engineering and Business Students about the Function of Mathematics Courses at Tertiary Level
DOI:
https://doi.org/10.64229/x3983g42Keywords:
Engineering, Business, Modern Economy, Advancement of CivilizationAbstract
Engineering and business studies expertise is a key of sustaining a modern economy and to the advancement of civilization. Mathematics is a significant course which helps to understand the fundamentals of engineering and business principles. This study was an investigation about the attitude of business and engineering students towards Mathematics courses. The purpose of this study was to explore the relation between attitude and internal factors that effect on Mathematics studies. Furthermore, how Mathematics is useful in their professional life and how helpful advance technology to learn mathematics and made it interesting. A Survey was conducted to analyzing the attitude of engineering and business students towards Mathematics courses. The data was collected carefully according to the requirement.
The research population in this study was engineering and business school students in Karachi-Pakistan. In this study attitude was measured in cognitive, affective and behavior domains for finding the factors that affect the learning of Mathematics among business and engineering students. Theories and related researches were used for making a questionnaire research tool.
The finding of this research is helpful for improvement of Mathematics teaching and learning in both professions. In further, this study is also being beneficial for administration. The results of this studies shows that students attitude effect on their Mathematics learning, good mathematical skills made their professional journey easy and attitude of both gender also different towards Mathematics courses. The integration of technology also made teaching and learning interesting. Lastly, the mathematical skills are used in professional engineering field and the business world as per their need.
References
[1]Selin, e. b. H. (2001). Mathematicsacross Cultures: The History of Non-Western Mathematics.Netherland: Kluwer Academic Publishers.
[2]Pyle, I. (2001). Mathematics in schools. Engineering Science & Education Journal, 10(5), 170-171.
[3]Ahlfors, L. V., Bacon, H. M., Bell, C. V., Bellman, R. E., Bers, L., Birkhoff, G., et al. "On The Mathematics Curriculum ofthe High School." The MathematicsTeacher 55(3), 191-195.
[4]Orton, A., & Wain, G. (1994). The aims of teaching Mathematics. In A. Orton, (Ed.),Issuesin teaching Mathematics. London: Cassell.
[5]Draper, R. J. (2002). Every teacher is a literacy teacher. Journal of Literary Research, 34, 357-384.
[6]Skemp, R. R. (1987). The Psychology of Learning Mathematics, Hillsdale, NJ: Lawrence Erlbaum Associates.
[7]Vygotsky, L. S. (1978). "Mind in Society: The Development of Higher Psychological Processes", in M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, (eds.) Mind in Society: The Development of Higher Psychological Processes". Cambridge, MA Harvard University Press.
[8]Mercykutty, A.(1996). Developing and Testing Models of Teaching Mathematics Using Environmental Resources, Doctoral Thesis (Unpublished), University of Kerala, India.
[9]Karatzas, I., & Shreve, S. E.(1998).Methods of Mathematical Finance.Springer, (Vol. 39).
[10]Cardella, M. (2007). "What Your Engineering Students Might Be Learning From Their Mathematics Pre-Reqs (Beyond Integrals and Derivatives)." 37th American Society for Engineering Education (ASEE) / Institute of Electrical and Electronics Engineers (IEEE) Frontiers in Education Conference. City: Milwaukee, WI, pp. S4F1-S4F6.
[11]Wilson, P. (2011). Disposition towards engagement in Mathematics. Proceedings of the British Society for Research into Learning Mathematics, 31(June), 67–72. Retrieved from http://www.bsrlm.org.uk/IPs/ip31-2/BSRLM-IP-31-2-12.pdf
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ambreen Zehra, Sarwar Jahan Abbasi, Naazrah Zahid Shaikh, Sadia Ali (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
