Dissertations / Theses on the topic 'Electrical engineering Study and teaching (Higher)'
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Yazghi, Najlae. "Interactive E-learning and Problem for Electrical Circuits." Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1015.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Engineering and Computer Science
Electrical Engineering
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Mahomed, Shaheed. "Integrating mathematics into engineering : a case study." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1255.
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Thesis (MTech (Mechanical Engineering))--Cape Peninsula University of Technology, 2007Twelve years into a democracy, South Africa still faces many developmental challenges. Since 2002 Universities of Technology in South Africa have introduced Foundational Programmes/provisions in their Science and Engineering programmes as a key mechanism for increasing throughput and enhancing quality. The Department of Education has been funding these foundational provisions since 2005. This Case Study evaluates an aspect of a Foundational provision in Mechanical Engineering, from the beginning of 2002 to the end of 2005, at a University of Technology, with a view to contributing to its improvemenl The Cape Peninsula University of Technology {CPUn, the locus for this Case Study, is the only one of its kind in a region that serves in excess of 4.5 million people. Further, underpreparedness in Mathematics for tertiary level study is a national and intemational phenomenon. There is thus a social interest in the evaluation of a Mathematics course that is part of a strategy towards addressing the shortage in Engineering graduates. This Evaluation of integration of the Foundation Mathematics course into Foundation Science, within the Department of Mechanical Engineering at CPUT, falls within the ambit of this social need. An integrated approach to cunriculum conception, design and implementation is a widely accepted strategy in South Africa and internationally; this approach formed the basis of the model used for the Foundation programme that formed part of this Evaluation. A review of the literature of the underpinnings of the model provided a theoretical framework for this Evaluation Study. In essence this involved the use of academic literacy theory together with learning approach theory to provide a lens for this Case Study.
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Swanepoel, Jonathan E. "An analysis of the theory- and employment-demands on mathematics for electrical engineering programmes at technikons." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23450.
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A preliminary study indicated a degree of dissatisfaction with the present mathematics curriculum at technikons amongst academic staff members of technikons as well as members of the electrical-engineering industry. The hypothesis of this study is that the present mathematics curricula for electrical-engineering at technikons are not fully compatible with the demands emanating from the theoretical and the industrial-training (in-service or workplace) components of the training of electrical-engineering technicians. The intent of this study is, firstly, to propose a framework of thought supporting engineering-mathematics curriculum-change in the context of electrical-engineering programmes as offered at technikons. The actual formulation of the syllabus content is supported by a curriculum-change model which takes cognisance of both the theoretical-demands and the workplace- demands in accordance with the aims of co-operative education espoused by technikons in South Africa. Secondly, a literature study of relevant past research leads to the development of a research methodology sympathetic to the present philosophy of technikon education for engineering-technicians in the country. The research methodology involves, firstly, a questionnaire response from practising engineers and technicians. Secondly, it involves the gathering of suggestions from technikon academic staff and the analysis thereof by a work-group representative of all technikons, and led by the researcher. Thirdly, seventy-nine (79) reference-texts to the electrical-engineering programmes (study-levels 1 to 4), offered at the Peninsula Technikon, were analysed for its mathematical content. The research findings supports the hypothesis. The thesis culminates in set of recommendations with regard to the applicability and composition of mathematics syllabi for electrical-engineering programmes at technikons.
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Jedyn, Gregório. "Ensino de ciências do ambiente para o bacharelado em engenharia elétrica: reformulação dos conteúdos da disciplina na UTFPR Campus Curitiba." Universidade Tecnológica Federal do Paraná, 2017. http://repositorio.utfpr.edu.br/jspui/handle/1/2808.
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Acompanha produto: Ensino de ciências...A Educação Ambiental é fundamental para criar um novo modelo de comportamento humano em relação ao ambiente e à natureza e a escola poderá ser o ambiente ideal para promover esta Educação. Embora muitas escolas tratem deste tema através de diversos projetos, nem sempre conseguem alcançar os objetivos pretendidos. A importância da Educação Ambiental para o desenvolvimento sustentável e o papel do engenheiro como agente transformador do meio foi determinante para que o Conselho Nacional de Educação através da resolução CNE/CES 11, de 11 de março de 2002, que institui as Diretrizes Curriculares Nacionais do Curso de Graduação em Engenharia em seu Art. 6º, § 1º, incluísse a disciplina de Ciências do Ambiente no núcleo de conteúdos básicos dos cursos de Engenharia. Porém, como nos demais níveis de educação formal, nem sempre o resultado atende à proposta da disciplina e ao projeto pedagógico do curso. Com o propósito de contribuir para a mudança desta realidade, foi realizada esta pesquisa. Este estudo parte de uma pesquisa qualitativa que utilizou análise documental do projeto pedagógico do curso de bacharelado em Engenharia Elétrica na UTFPR, campus Curitiba. A análise concentrou-se nos objetivos do curso, competências, atitudes e habilidades e perfil profissional do egresso e nas ementas das disciplinas de Ciências Ambientais que compõem a grade curricular. A partir desta identificação definiram-se os assuntos propostos para a reformulação da ementa e do conteúdo programático da disciplina de Ciências do Ambiente, que constitui o objetivo desta pesquisa e o produto desta dissertação. Os dados coletados foram submetidos à análise de conteúdo com base nos seguintes aspectos: Diretrizes Curriculares Nacionais do Curso de Graduação em Engenharia, A Educação Ambiental no contexto universitário e as Diretrizes Curriculares Nacionais para a Educação Ambiental – DCNEA, no ensino superior. Dentre os principais resultados deste estudo pode-se inferir que a reformulação da ementa e dos conteúdos programáticos da disciplina de Ciências do Ambiente presente na grade curricular do projeto pedagógico do curso (PPC), pode contribuir com a ambientalização curricular e com a sensibilização do futuro profissional de engenharia elétrica para a responsabilidade socioambiental.
Environmental Education is fundamental to create a new model of human behavior regarding to the environment and nature and school could be the ideal environment to promote this education. Although many schools address this issue through a variety of projects, they are not always able to achieve their intended goals. The importance of Environmental Education for sustainable development and the role of the engineer as a transforming agent of the environment was decisive for the National Education Council, through resolution CNE/CES 11 of March 11, 2002, that establishes National Curricular Guidelines for the Engineering Graduate Course in its Art. 6º, § 1º, to include the course of Environmental Sciences in the nucleus of basic contents of the engineering graduate courses. However, as in the other levels of formal education, the result does not always meet the course proposal and the pedagogical program of the course. In order to contribute to the change of this reality, this research was carried out. This study is based on a qualitative research that used a documentary analysis of the pedagogical program of the bachelor's degree course in Electrical Engineering at UTFPR, campus Curitiba. The analysis focused on the objectives of the course, competencies, attitudes and abilities and professional profile of the egress student and in the programs of the Environmental Sciences courses that compose the curricular grid. From this identification were defined the proposed subjects for the reformulation of the programs of the course of Environmental Sciences, which is the product of this dissertation. The collected data were submitted to content analysis that was based on the following aspects: National Curricular Guidelines of the Engineering Undergraduate Courses, Environmental Education inside the university context and the National Curricular Guidelines for Environmental Education - NCGEE, in higher education. Among the main results of this study it can be inferred that the reformulation of the program and the contents of the Environmental Sciences course present in the curricular grid of the pedagogical project of the course (PPC), can contribute to the curricular environmentalization and the sensitization of the future electrical engineering professional to the socioenvironmental responsibility.
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Bertz, Michael. "Situated learning methodologies and assessment in civil engineering structures education." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/21484.
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Fang, Woan Pin. "Teaching and learning in higher education : a case study of engineering students learning economics." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/3935/.
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Teaching and learning in higher education has not been receiving the attention it deserves and the assumption that good teaching is common in universities, needs re-thinking. The focus of this thesis is on a case study of engineering students studying economics in a university in Singapore. Two traditions of research on teaching and learning economics have existed: the economists' tradition in conducting quantitative research, and the educationists' who use qualitative methods for data gathering and analysis. These approaches are analysed and as a consequence of the weaknesses established, this thesis took a different research approach. Instead of focusing on teaching, course design and the prediction of students' outcome performances, its aim is to understand the learning experiences of the students. Data were collected from 12 students through semi- structured interviews and these data were analysed using a grounded theory approach to conceptualise and represent a phenomenon or an experience of the students. Five different categories were eventually discovered which represented the students' common experiences and conceptualisation of their experiences: 'difficult', 'interesting', 'unsatisfactory', 'pragmatism' and 'enriching'. Strauss and Corbin's Paradigm model of grounded theory was adopted to relate the data systematically and purposefully in order to capture the complexity in understanding the learning experiences of the students. It is hence the intention of this study to allow the students to tell the stories of their learning journey, an experience which may change over time and at times becoming contradictory. To complement this analysis of students' experience, the views of the academic staff were also collected by interview. The lecturers have a different idea of factors that affect students' learning, and these are categorised as students' motivation, students' heavy workload, assessment and the syllabus coverage - issues that are unrelated to their own teaching methods, which however are important from the students' point of view. In the final analysis, regardless of the variation in students' experiences, the two important direct influences on them are teaching methods and the attitudes of the academic staff towards teaching.
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Cheung, Wai-fong Margaret, and 章慧芳. "A study of coherence in writing as a basis to identify teaching materials for engineering students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31944838.
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Zender, Fabian. "An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce." Thesis, Georgia Institute of Technology, 2014. http://hdl.handle.net/1853/51822.
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The United States are facing a critical workforce challenge, even though current unemployment is around 6.7%, employers find it difficult to find applicants that can satisfy all job requirements. This problem is especially pronounced in the manufacturing sector where a critical skills gap has developed, a problem that is exasperated by workforce demographics. A large number of employees across the various manufacturing sub-disciplines are eligible to retire now or in the near future. This gray tsunami requires swift action as well as long lasting change resulting in a workforce pipeline that can provide Science, Technology, Engineering, and Mathematics (STEM) majors in sufficient quantity and quality to satisfy not only the needs of STEM industries, but also of those companies outside of the STEM sector that hire STEM graduates. The research shown here will identify overt symptoms describing the capability gap, will identify specific skills describing the gap, educational causes why the gaps has not yet been addressed or is difficult to address, and lastly educational remedies that can contribute to closing the capability gap. A significant body of literature focusing on engineering in higher education has been evaluated and findings will be presented here. A multidisciplinary, collaborative capstone program will be described which implements some of the findings from this study in an active learning environment for students working on distributed teams across the US. Preliminary findings regarding the impact of these measures on the quantity of engineers to the US economy will be evaluated.
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Medran, del Rio Jose Luis. "Study of the effects of applying higher symmetries to printed filters." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-234914.
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In recent years, a new field of study has arisen around theapplication of the so-called higher symmetries to structures that werealready thought to be completely studied and with no room forimprovement in terms of benefits.There are two types of higher symmetries, named glide and twistsymmetries. The objective of this Master thesis is the study of theeffects coming from the application of the glide symmetry on aprinted filter in microstrip technology and its comparison with afilter with conventional reflective symmetry.The filter was adapted to the glide characteristics and we provide itsbehavior from different points of view with the purpose of reachinga better understanding of the consequences of applying the glidesymmetry on this type of printed filters.Three prototypes were manufactured and measured to validate thesimulated results.Under senare år har ett nytt forskningsfält uppkommit genom applikationen av högre symmetrier till strukturer som redan studerats extensivt. Det finns två typer av högre symmetrier och dessa kallas glid- och vridsymmetrier. Målet med detta masterexamensarbete är att studera effekten som kommer från applikationen av glidsymmetri på ett filter, implementerat i mikrostripsteknik. Jämförelse med filtret med enbart reflektionssymmetri görs också. Glidsymmetri har introducerats i filtret och vi undersöker filtrets beteende från en rad olika synvinklar för att uppnå en bättre förståelse för konsekvenserna av glidsymmetri för den här typen av tryckta (”printed”) filter. Flera prototyper har tillverkats och mätts för att validera de simulerade resultaten.
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Sherman, Matthew. "A Hands-on Method of Instruction for Feedback Control Systems and Mechatronics." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/805.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Engineering and Computer Science
Mechanical Engineering
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Thurogood, Thomas L. "Learning styles: A case study from the United Arab Emirates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/321.
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Conrad, Paul Jefferson. "Analysis of PSP-like processes for software engineering." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2962.
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The purpose of this thesis is to provide the California State University, San Bernardino, Department of Computer Science with an analysis and recommended solution to improving the software development process.
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Rhea, Kathryn B. "Interactive problem-based class : distributed education improved by on demand lectures." Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/20981.
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Janse, van Rensburg Zelda. "Factors influencing career choice of learners in engineering : a case of a selected university of technology in South Africa." Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2547.
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Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2017.A steady decline in student enrolment at the Tshwane University of Technology’s Faculty of Engineering and the Built Environment (TUTFEBE) was seen in recent years. Small numbers of South African pupils have been matriculating with Mathematics as a subject, and most of them have been underperforming. Since there has been no scientific evidence to date on which recruitment and guidance efforts work best for attracting quality learners for courses in engineering at the Tshwane University of Technology (TUT), this study was conducted to identify the factors that influence learners’ choice of engineering as a career. This information could assist in the design of an evidence-based recruitment and marketing model. A single-case explanatory study design was used for this research, since it focused on the TUTFEBE. A quantitative and qualitative study was completed by means of inputs from first-year extended curriculum engineering programme students. The data was analysed using the Statistical Package for the Study of Social Sciences (SPSS). By studying the qualitative data from more than one viewpoint, the quantitative findings were verified and triangulated. The influences that played a role in learners’ career choices were identified. Thematic clusters emerged as stimulation or creation of an awareness of or interest in engineering, the influences of different people on learners’ career choices, relevant exposure to careers in engineering, the huge impact of Maths and Science teachers on learners’ career decision-making, method of teaching, employability and the image and reputation of an institution. It became evident that engineering faculties themselves need to assume responsibility for the recruitment of their students. Copying seems to be the main coping strategy in most institutions regarding marketing and recruitment engagements. Although many of TUTFEBE’s current marketing and recruitment actions were on par with the rest of the world, alternative actions were identified and implemented in the model. Informed consent in written format for both the quantitative and qualitative studies was obtained from the subjects after they had been informed what the purpose, risks and benefits were and which procedures would be implemented to ensure confidentiality. The subjects were informed of their right to withdraw at any stage, without any penalty or disadvantage, and were assured that withdrawal would in no way influence their continued relationship with the researcher or their academic progress at TUT.
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Rebe, Ntombembasa. "Building a school hall : opportunities for services for service-learning and partnerships in an engineering faculty." Thesis, Cape Peninsula University of Technology, 2005. http://hdl.handle.net/20.500.11838/1928.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2005The purpose of this research was to investigate service-learning opportunities and possible collaboration between higher education students and lecturers located in the department of the Built Environment and the school community in a project that involved the building of a school hall. The school halls are generally needed as they accommodate a wide range of school and community activities and serve as bridges that link the school and the wider public. The study also attempted to develop a framework to guide the implementation of service-learning projects in third-year courses of the National Diploma: Building which include quantity surveying, construction technology and construction management. The study made use of literature that describes the civic roles and social responsibilities of higher education in general and the expected role of higher education in socio-economic development of the South African communities in particular. Literature on the need for increased participation, collaboration, partnership formation and development of service-learning programmes in order to address the socio-economic and educational developmental needs of both communities and students was also consulted. Reference was also made to literature on building projects and the building process. The researcher used qualitative approaches and data production methods to get information from the school teachers, learners, students and lecturers through interviews in order to establish if the participants were willing to work together in the school building project and how they thought the school and the higher education institution could benefit from such collaboration. An observation schedule and photographs were also used to gather information relating to the process of building a school hall.
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Campbell, Vivian. "A model for systematically investigating relationships between variables that affect the performance of novice programmers." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/1010.
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This research was motivated by an interest in novices learning to program
and a desire to understand the factors that affect their learning. The
traditional approach to performing such an investigation has been to select
factors which may be important and then perform statistical tests on a few
potential relationships. A new research model is proposed and tested to
ensure that a thorough and systematic investigation of the data is performed.
This thesis describes the data, defines the model and explains the
application and validation of the model.
The research process is managed by a control algorithm that is the heart of
the model. This algorithm is seeded by a hypothesis that connects two
variables of interest and dictates the testing of a series of hypotheses; as it
does this, it also delves deeper into the data to identify additional
relationships.
In this research the model was applied to investigate the relationships
between: learning style and achievement; programming behaviour and
achievement; and learning style and programming behaviour. Learning style
was assessed using Kolb’s Learning Style Inventory, achievement was
based on exam score and programming behaviour was extracted from a log
of student activities using a programming tool. The largest number of
significant relationships was found between aspects of behaviour and
achievement.
The model was validated by classifying the significant hypotheses based on
the research model’s tree structure, the section of the programming tool in
use and the literature. These three classification schemes provided a
structure to explore their similarities and differences. The model was thus
demonstrated to be robust and repeatable by comparing the results with
those from both using a programming tool, and expert opinion.
This research has revealed several attributes of the learning behaviour that
affected the students’ results within this group, including aspects of
timeliness and overall volume of activity. These are suitable targets for
future investigations.
The research model could be applied to other data sets where an in-depth
investigation into pairwise data is required.
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Warsame, Abdulla Farah. "The Gap Between Engineering Education and Postgraduate Preparedness." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10634462.
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Engineering students entering the workforce often struggle to meet the competency expectations of their employers. Guided by constructivist theory, the purpose of this case study was to understand engineers’ experiences of engineering education, deficiencies in practical skills, and the self-learning methods they employed to advance their technical and professional competencies. Working engineers were asked about their experiences overcoming practical skill deficiencies and bridging the gap between education and practice. Interviews with 15 chemical, civil, mechanical, and electrical engineers were analyzed by coding for common statements and identifying themes. Firsthand experiences of the participants captured 3 themes: overall perceptions of engineering education, deficiencies in skills, and self-learning experiences. According to study findings, engineering education did not supply sufficient practical skills for working engineers. The study also provided descriptions of training and self-learning methods employed by practicing engineers to advance their technical and professional competencies. The study found that although universities might provide some practical skills through industry collaboration, engineering graduates still required professional development to ensure a smooth transition from academic learner to acclimated working engineer. The project is a practical training, developed for recent graduates, that could achieve positive social change by making strides toward bridging the gap between theory and practice for the participants. This study may also incite positive social change as it contributes to the evidence that there is a lack of practical experience in colleges of engineering, which may therefore improve their curriculum.
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Van, Heerden Karen Ilse. "A phenomenological investigation into undergraduate students' experience of acquiring the discourse of engineering." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1003581.
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The area of discourse acquisition and writing in higher education has become a much researched field. In South Africa the interest in discourse acquisition and writing has been partly in response to the change in student profile, particularly over the past ten years. While South African researchers and academics are increasingly focusing their interest in discourse acquisition and writing on the unique circumstances here, they rely on theories based on research done in very different social contexts. These theories are not necessarily universally appropriate. South Africa is currently undergoing a period of transformation in higher education aimed at greater access and equity for black students and academics. The accompanying sense of frustration and disillusionment among students and academics underlines the need to reappraise all aspects of higher education. Much of the research on discourse acquisition and writing is undertaken in arts programmes: vocational fields - such as engineering education - tend to be neglected. If the envisaged growth in science and engineering education is to be realised, it is essential that research in discourse and writing be undertaken in engineering programmes. This study investigates discourse acquisition as experienced by students in a South African engineering faculty. The experiences of six final year technikon students are investigated to gain a better understanding of what it means to acquire the discourse of engineering. The phenomenological method used requires that the researcher suspends or brackets a priori theoretical notions or pre-conceptions so that that which the students experience, rather than what the researcher expects in terms of theory, can emerge. What emerges from the students' experiences is partially congruent with established discourse and writing theories. However, some of the student experiences of discourse acquisition differ in significant ways from what is described in mainstream writing and discourse acquisition theory. The differences in the manner in which these students experience their acquisition of engineering discourse leads to a new understanding of the phenomenon. The students do not experience the alienation or struggle described in mainstream theoretic accounts of discourse acquisition. Students' approaches to writing are affected by their awareness of their multiple identities and the different locations in which they learn. Their approaches to writing are significantly different in some respects from descriptions in mainstream theories in some respects. The description of their experiences gives a different understanding of what it means to acquire the discourse of engineering, and may contribute to the reappraisal of engineering education in a contemporary South African context.
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Ndaminin, Mohammed Bida 1953. "COURSE CONTENT USEFUL IN IRRIGATION COURSE AT DIPLOMA LEVEL IN NIGERIA." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275555.
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McFarlane, Robert M. "Remote operation of the Scott axial turbofan via the World Wide Web." Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/234.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Engineering
Mechanical Engineering
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Lim, Edwin C. "Software metrics for monitoring software engineering projects." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1994. https://ro.ecu.edu.au/theses/1100.
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As part of the undergraduate course offered by Edith Cowan University, the Department of Computer Science has (as part of a year's study) a software engineering group project. The structure of this project was divided into two units, Software Engineering l and Software Engineering 2. ln Software Engineering 1, students were given the group project where they had to complete and submit the Functional Requirement and Detail System Design documentation. In Software Engineering 2, students commenced with the implementation of the software, testing and documentation. The software was then submitted for assessment and presented to the client. To aid the students with the development of the software, the department had adopted EXECOM's APT methodology as its standard guideline. Furthermore, the students were divided into groups of 4 to 5, each group working on the same problem. A staff adviser was assigned to each project group. The purpose of this research exercise was to fulfil two objectives. The first objective was to ascertain whether there is a need to improve the final year software engineering project for future students by enhancing any aspect that may be regarded as deficient. The second objective was to ascertain the factors that have the most impact on the quality of the delivered software. The quality of the delivered software was measured using a variety of software metrics. Measurement of software has mostly been ignored until recently or used without true understanding of its purpose. A subsidiary objective was to gain an understanding of the worth of software measurement in the student environment One of the conclusions derived from the study suggests that teams who spent more time on software design and testing, tended to produce better quality software with less defects. The study also showed that adherence to the APT methodology led to the project being on schedule and general team satisfaction with the project management. One of the recommendations made to the project co-ordinator was that staff advisers should have sufficient knowledge of the software engineering process.
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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404530/.
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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.
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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM Fields." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404530/.
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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.
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Charlesworth, Matthew. "An investigation of an undergraduate course module on the ethical aspects of information systems." Thesis, Rhodes University, 2005. http://eprints.ru.ac.za/199/.
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Braun, Susan Lynn. "Exploration of the functionality requirements associated with development of a problem generation facility to supplement an intelligent tutoring system." Diss., Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/21268.
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Nguema, Ndong Arland. "Investigating the Role of the Internet in Women and Minority STEM Participation: A Case Study of Two Florida Engineering Programs." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3734.
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Despite our awareness of the fascination modern humans have with the Internet, little is known about how and why colleges and universities create and maintain Websites. At the most general level, in this case study, I hypothesize that university Websites serve as communication and marketing tools in attracting students. At the most specific level, I postulate that civil engineering programs with Web pages depicting images of women and minorities would be more successful in recruiting and retaining women and students of color than civil engineering programs with Web pages displaying fewer or no images of women and minorities. The primary goal of this case study was to examine the relationships between Website information content and the recruitment and retention of women and minority pre-civil engineering students. The second, but equally important, goal was to investigate the reason(s) why, despite efforts to recruit and retain individuals from disenfranchised populations into STEM majors, students from these groups not only remain underrepresented in engineering, but leave this discipline at a much higher rate than their non-minority male counterparts. This case study focused on two Florida state university civil engineering programs and drew on ethnographic research methods. I used interviews, focus groups, Web pages, demographic sheets, and observations to examine the relationships between Website content and access to undergraduate civil engineering programs for women and students of color. The study sample involved 40 respondents, including pre-civil engineering students, civil engineering professors, and university administrators. Research findings suggested that Internet marketing has become a key strategy used by civil engineering programs in recruiting and retaining students from underrepresented groups. Additionally, the study revealed that both prospective and pre-civil engineering students use departmental Websites for communication and enrollment purposes. Last, but certainly not least, the study found that online climate is a significant factor in the recruitment and retention of women and students of color in civil engineering programs.
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Lemy, Kabera. "Synchronous video conferences as a connectivism approach to learning : State of the art in Rwandan higher education." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-99099.
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The advance of the internet and Web 2.0 technologies continue to drive a dramatic change in the way people access and share information through various channels of communication. In the education sector, several learning management systems have been integrated into teaching and learning activities. To increase more interactivities between teachers and learners, tools for synchronous video conferencing are implemented in universities to enable online education. Prior studies indicate that the adoption and use of the tools in higher education institutions have been substantially expanding, more particularly in developed countries. Therefore, understanding the state of integrating synchronous video conference tools to support teaching and learning activities is important for scholars and academicians as this innovative communication technology is proven to have a substantial impact on quality education and effective learning. In Rwanda, before COVID-19, research on the adoption and use of video conference systems is still scarce. The objective of this study was therefore twofold: (1) to understand the adoption and use of synchronous video conference technologies for teaching and learning purposes and (2) to propose a strategy for effective implementation and value addition of video conferencing tools (VCT) at University of Rwanda. A qualitative method was adopted and case study was used as a research strategy for this research. Meanwhile, the Social-Technical System theory was applied in this research for data collection, analysis and reporting of results. 17 responses from participants (teachers and eLearning Officers) were collected using an online internet-based survey questionnaire. Key findings indicate that the adoption and use of video conference systems was found to be at a lower level and the associated contributing inhibitors were identified and reported in this research. Based on the empirical findings and on the responses from participants, this study proposed a contextual strategy for effective integration of video conference systems at the case study institution. Overall, this study concluded that for an effective delivery of live lectures through webinars enabled by the web-based video conference tools, the 10 elements composing the proposed action-oriented strategy for integrating video conference systems should be taken into consideration by the case study institution. Practical and scientific contributions of this research are reported in this thesis and recommendations for further research in connection with the current one have been also put forward.
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Marzinsky, Maria. "Teaching and curricular practices contributing to success in gateway courses for freshman and sophomore students in math, science, engineering, and technology (MSTE) majors at a large public research university: A longitudinal study." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280026.
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This dissertation examined teaching and curricular practices that have had an impact on the academic achievement of freshman and sophomore students taking introductory courses in math, science, technology, and engineering (MSTE). A large proportion of undergraduate students intending to pursue MSTE majors switch to other majors after taking introductory courses in math, biology, physics and other courses that constitute a requirement for science and engineering degrees (Astin, 1993). This investigation utilized quantitative and qualitative methods to assess the academic performance of students at a large public research university. In the quantitative phase, two efficiency indices were computed for eleven course sequences for MSTE majors using student cohorts from 1993-1999. The ICE index is the average number of attempts it takes a cohort of students to pass a introductory (gateway) course. An index closer to 1 indicates an efficient course, since an index of 1 means that all students passed the course in the first attempt. The ICE2 index measures the rate of success of students taking the second course in a gateway sequence. The ICE 2 index ranges from 0 to 1. An ICE2 index of 1 for the targeted gateway course is ideal, indicating that every student who passed the first gateway course took and passed the next course in the curricular sequence with a grade of A, B, or C on the first attempt. The qualitative phase of this study consisted of twelve interviews of the faculty and instructors who teach the same courses analyzed in the quantitative phase. In addition, four faculty members who held administrative positions in the MSTE disciplines were interviewed. The purpose of the interviews was to unveil teaching and curricular practices that have had an impact on students' academic achievement. The resulting trends of the efficiency indices failed to demonstrate an improvement in students' academic achievement as measured by the indices, except for three gateway course sequences: Computer Science, Biology, and Management Information Systems. The qualitative phase helped to unravel a myriad of not only faculty's innovations and achievements but also their concerns surrounding practices regarding the introductory courses.
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Kashi, Mohsen Gholam-Reza. "A performance analysis of the hi-plan structural apparatus." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/50031.
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Visual experience is a powerful pedagogic tool. Extensive use of experimental studies prior to design and construction has made conceptualization of complex structures possible. Experiments on reduced-scale structures and specimens are also vital tools for teaching structural mechanics. As such, the Department of Civil Engineering at Virginia Tech has acquired a new apparatus for use as an educational demonstration tool in the area of structural mechanics. This work presents the results of a detailed study on the performance of this device as related to its accuracy and operation.
To fulfill such objectives, two structural models (a continuous beam and a portal frame) were extensively tested under several loading and support configurations. The models were analysed using STRUDL as well as a computer program developed by the author. The comparison of the results (deformations) obtained in the two phases of the study have indicated that the apparatus is reasonably accurate to meet the requirements of a structural teaching model and adapting to a variety of structural models.Master of Science
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Cournoyer, Richard John. "The Application of Parametric Software into the Undergraduate Computer-Aided Manufacturing Environment." Digital WPI, 1999. https://digitalcommons.wpi.edu/etd-theses/1078.
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"This thesis presents an in depth study of Pro/Engineer's manufacturing module and its application into the Computer-Aided Manufacturing (CAM) undergraduate education environment. Mechanical Engineering has a lot to gain by incorporating computers into the undergraduate curriculum in comparison to only the traditional classroom surroundings. Today, complex problems can be solved in mere seconds thanks to the power and speed of current computers. Likewise within today's manufacturing sector, numerical controlled (NC) machines are no longer programmed manually. In today's globally competitive manufacturing environment, integrated systems such as CAD/CAM help reduce the ever-shrinking time to market. This thesis contains the background as well as the curriculum material necessary to teach undergraduate students CAM using Pro/Engineer's manufacturing module. The curriculum material starts with the tutorials to teach and reinforce Pro/Engineer basic sketcher skills, which are necessary background information. Followed with in-depth click tutorials to teach the manufacturing module for 2 axes turning, and 3 axes hole drilling and milling. It also includes the necessary lab manuals that reinforce the class lecture material, an electronic manufacturing exam, and the students' evaluations from 2 terms when the CAM course (ME3820) was offered."
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DeTurk, Patricia Marie. "Lighting the Fire: How Peer-Mentoring Helps Adult Learners Increase Their Interest in STEM Careers: A Case Study at the Community College Level." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1095.
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In the U.S., about 7,000 high school students drop out each school day, representing a loss of talent and ability. Concurrently, there are a decreasing number of enrolled students taking science-related courses at the high school and college levels. Adults, who return to obtain their General Educational Development (GED) certification, are an untapped resource that could be steered toward STEM (Science, Technology, Engineering and Mathematics) careers. In this case study, 15 GED students were shown a STEM video, and then peer mentored by 8 CLA (Clinical Laboratory Assistant) students, in a student-centered laboratory experience. Individual interviews of the GED students prior to and after the treatment were used to assess STEM attitudes. Additionally, the CLA peer mentors were given self-assessments regarding their level of self-efficacy. The most marked difference in the pre- and post-treatment data was with the male GED students. Initially, only 2 of the 7 had definite career goals, 5 with undefined career goals, with 4 showing no interest in STEM. After the treatment, 6 exhibited interest in pursuing STEM education or employment. The female GED students' interest remained unchanged, resulting in the male and female students showing equivalent interest in STEM post-treatment. The CLA peer mentors showed an increase in self-efficacy using Bandura's four sources of self-efficacy in social cognition (1997). The preliminary results of this study suggest that interest in STEM education and STEM careers can be generated with peer mentored learning. (Contains 1 figure and 8 tables.)
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Weir, Jennifer Anne. "Active learning in transportation engineering education." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-12214-155616/.
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Treese, Donn. "Cross-cultural program evaluation of Nepali architecture course through qualitative research of alumni." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/785.
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Laugksch, Diane. "Studying science and engineering at UCT : students' background, experience of science an reasons for studying science or engineering." Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/19637.
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Thesis (MPhil)--University of Stellenbosch, 2007.ENGLISH ABSTRACT: It is the contention of this study that competence in science and mathematics is a necessary condition for access to higher education, but that it is a general interest in science that will inspire learners to pursue careers in science and technology. The objective of this study was to develop a profile of the individual who chooses to study science and engineering. The three research questions were, firstly, what is the background profile of a group of learners who have decided to study science and engineering? Secondly, what are the characteristic features of the school-science experience of these learners? Lastly, what are the factors that learners think most influenced their decision to study science and engineering? This study was formulated as having a descriptive purpose and hence a survey research design was used. Self-reported retrospective data were collected using a questionnaire which was designed with reference to a number of sources (e.g., Woolnough, 1994). After piloting the questionnaire, it was administered to all firstyear students registered in the faculties of Science and Engineering at the University of Cape Town. A total of 204 first-year science and 247 first-year engineering students formed the final sample of this study. Quantitative analysis of the students’ responses showed that 66% of respondents were male. The majority of female students were registered in the science faculty. English was the home language of 55% of the sample, with 32% of students reported speaking one of the other nine official languages at home. Parents, career counselors and teachers most influenced students’ decision to study science or engineering. The vast majority of respondents took Physical Science at school. Students’ experiences of school science were diverse. Students’ responses generally reflected a poor commitment on the part of schools to expose students to noncurriculum activities generally thought to promote an interest in science. Overall, the majority of students reflected an enthusiasm for learning to do science through scientific experiments, albeit with preference for a teacher-driven approach to classroom activities. Personal motivation, receiving a bursary, and access to information were the main factors that students said influenced their decision to study science and engineering. While information received at a careers open day and participating in a school science competition was crucial for science students, engineering students showed a general curiosity for science, for knowing how things work, and for creating and designing things. For most African students information received at a careers open day was important, while a curiosity for science and receiving a bursary were equally important in influencing non-African students to pursue further study in science or engineering. The results of this study suggest that what parents say, and the information that learners have access to, is important to the decisions that learners make in regard to future careers in science and engineering. It is suggested that future strategies for promoting science in general must include parents, teachers and senior learners in the dissemination of general information about science, about people in science, about using science in everyday life, and about the possibilities for further study in science and engineering.
AFRIKAANSE OPSOMMING: Dit is die uitgangspunt van hierdie ondersoek dat vaardigheid in die wetenskap en wiskunde ‘n noodsaaklike voorwaarde is vir toegang to tersiêre onderwys, maar dat ‘n algemene belangstelling in die wetenskap leerders sal inspireer om loopbane in die natuurwetenskappe en tegnologie te volg. Die doel van hierdie ondersoek was om ‘n profiel te ontwikkel van die individu wat die natuurwetenskappe en ingenieurswese kies as studierigting. Die drie navorsingsvrae was, eerstens, wat is die agtergrondsprofiel van leerders wat besluit om in die natuurwetenskappe en ingenieurswese te studeer? Tweedens, wat is die kenmerkende eienskappe van hierdie leerders se skoolervaring? Laastens, watter faktore dink hierdie leerders het hulle besluit om in die natuurwetenskappe en ingenieurswese te studeer, die meeste beïnvloed? Hierdie ondersoek is beskrywend van aard en dus is ‘n steekproef as navorsingsontwerp gebruik. Selfgerapporteerde retrospektiewe data is ingesamel deur middel van ‘n vraelys wat ontwerp is met verwysings na ‘n verskeidenheid bronne (bv., Woolnough, 1994). Die vraelys is versprei aan alle eerste-jaar geregistreerde studente in die Natuurwetenskappe en Ingenieurswese Fakulteite by die Universiteit van Kaapstad, nadat ‘n voortoetsing van die vraelys uitgevoer is. ‘n Totaal van 204 eerste-jaar natuurwetensakppe en 247 eerste-jaar ingenieurswese studente was deel van die finale steekproef van hierdie ondersoek. Die kwantitatiewe ontleding van die studenteterugvoer toon dat 66% van die respondente manlik is. Die meerderheid vroulike studente was geregistreer in die natuurwetenskappe fakulteit. Engels was die huistaal van 55% van die steekproef, en 32% van die studente het aangedui dat hulle een of meer van die ander nege amptelike landstale praat. Ouers, beroepsvoorligters en onderwysers het die meeste invloed gehad op die studente se besluit om in die natuurwetenskappe of ingenieurswese te studeer. Die oorgrote meerderheid respondente het Natuur- en Skeikunde op skool geneem. Studente se skoolervarings en ervaring van die wetenskap op skool was uiteenlopend. Studente se terugvoer het in die algemeen gedui op ‘n swak verbintenis van skole tot die blootstelling van studente aan niekurrikulêre aktiwiteite wat oor die algemeen belangstelling in die wetenskap kweek. Die meerderheid studente het in die geheel ‘n entoesiasme getoon om meer te leer van die wetenskap deur die uitvoer van wetenskaplike eksperimente, hoewel met ‘n voorkeur vir ‘n onderwyser-gedrewe benadering tot klaskamer aktiwiteite. Persoonlike motivering, om ‘n beurs te ontvang, en toegang tot inligting is deur studente aangedui as van die vernaamste faktore wat ‘n invloed op hulle keuse van die natuurwetenskappe en ingenieurswese as studierigting gehad het. Die inligting wat die natuurwetenskappe studente ontvang het by beroepsgeoriënteerde opedae en deelname in ‘n skool wetenskapskompetisie was beslissend in hulle besluit. Die ingenieurswese studente daarteenoor het ‘n algemene nuurskierigheid vir die wetenskap en hoe dinge werk, hoe om dinge te skep en te ontwerp, getoon. Die inligting wat swart studente by beroepsgeoriënteerde opedae ontvang het, was belangrik, terwyl ‘n wetenskaplike nuuskierigheid en die toekenning van ‘n beurs ‘n ewe belangrike invloed gehad het op ander studente se keuse om verdere studie in die natuurwetenskappe of ingenieurswese voort te sit. Die resultate van hierdie ondersoek dui daarop dat wat ouers sê, en die inligting waartoe leerders toegang het, belangrik is vir die besluite wat leerders neem met betrekking tot toekomstige loopbane in die natuurwetenskappe en ingenieurswese. Daar word voorgestel dat toekomstige strategieë vir die bevordering van die wetenskap in die algemeen ouers, onderwysers en senior leerders moet insluit in die verspreiding van algemene inligting oor die wetenskap, oor mense in die wetenskap, oor die gebruik van die wetenskap in die alledaagse lewe, en die moontlikhede van verdere studies in die natuurwetenskappe en ingenieurswese.
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De, Villiers Hendrik Adrianus Cornelis. "A vision-based South African sign language tutor." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86333.
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Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: A sign language tutoring system capable of generating detailed context-sensitive feedback to the user is presented in this dissertation. This stands in contrast with existing sign language tutor systems, which lack the capability of providing such feedback. A domain specific language is used to describe the constraints placed on the user’s movements during the course of a sign, allowing complex constraints to be built through the combination of simpler constraints. This same linguistic description is then used to evaluate the user’s movements, and to generate corrective natural language feedback. The feedback is dynamically tailored to the user’s attempt, and automatically targets that correction which would require the least effort on the part of the user. Furthermore, a procedure is introduced which allows feedback to take the form of a simple to-do list, despite the potential complexity of the logical constraints describing the sign. The system is demonstrated using real video sequences of South African Sign Language signs, exploring the different kinds of advice the system can produce, as well as the accuracy of the comments produced. To provide input for the tutor system, the user wears a pair of coloured gloves, and a video of their attempt is recorded. A vision-based hand pose estimation system is proposed which uses the Earth Mover’s Distance to obtain hand pose estimates from images of the user’s hands. A two-tier search strategy is employed, first obtaining nearest neighbours using a simple, but related, metric. It is demonstrated that the two-tier system’s accuracy approaches that of a global search using only the Earth Mover’s Distance, yet requires only a fraction of the time. The system is shown to outperform a closely related system on a set of 500 real images of gloved hands.
AFRIKAANSE OPSOMMING: ’n Gebaretaaltutorstelsel met die vermo¨e om konteks-sensitiewe terugvoer te lewer aan die gebruiker word uiteengesit in hierdie proefskrif. Hierdie staan in kontras met bestaande tutorstelsels, wat nie hierdie kan bied vir die gebruiker nie. ’n Domein-spesifieke taal word gebruik om beperkinge te definieer op die gebruiker se bewegings deur die loop van ’n gebaar. Komplekse beperkinge kan opgebou word uit eenvoudiger beperkinge. Dieselfde linguistieke beskrywing van die gebaar word gebruik om die gebruiker se bewegings te evalueer, en om korrektiewe terugvoer te genereer in teksvorm. Die terugvoer word dinamies aangepas met betrekking tot die gebruiker se probeerslag, en bepaal outomaties die maklikste manier wat die gebruiker sy/haar fout kan korrigeer. ’n Prosedure word uiteengesit om die terugvoer in ’n eenvoudige lysvorm aan te bied, ongeag die kompleksiteit van die linguistieke beskrywing van die gebaar. Die stelsel word gedemonstreer aan die hand van opnames van gebare uit Suid-Afrikaanse Gebaretaal. Die verskeie tipes terugvoer wat die stelsel kan lewer, asook die akkuraatheid van hierdie terugvoer, word ondersoek. Om vir die tutorstelsel intree te bied, dra die gebruiker ’n stel gekleurde handskoene. ’n Visie-gebaseerde handvormafskattingstelsel wat gebruik maak van die Aardverskuiwersafstand (Earth Mover’s Distance) word voorgestel. ’n Twee-vlak soekstrategie word gebruik. ’n Rowwe afstandsmate word gebruik om ’n stel voorlopige handpostuurkandidate te verkry, waarna die stel verfyn word deur gebruik van die Aardverskuiwersafstand. Dit word gewys dat hierdie benaderde strategie se akkuraatheid grens aan die van eksakte soektogte, maar neem slegs ’n fraksie van die tyd. Toetsing op ’n stel van 500 re¨ele beelde, wys dat hierdie stelsel beter presteer as ’n naverwante stelsel uit die literatuur.
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Luz, Samoara Viacelli da. "A utilização de estratégias de ensino e de avaliação na formação de engenheiros: um estudo de métodos mistos." Universidade Tecnológica Federal do Paraná, 2018. http://repositorio.utfpr.edu.br/jspui/handle/1/3123.
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O objetivo do estudo foi analisar como as estratégias de ensino e de avaliação são utilizadas por professores da Universidade Tecnológica Federal do Paraná na formação de engenheiros. Os principais fatores que justificam a realização deste estudo são o pequeno número de estudos que tratam das questões pedagógicas no ensino de engenharia, o contexto atual de valores que exige uma multiplicidade de fun- ções do engenheiro e a influência que as estratégias de ensino e de avaliação exercem no processo de formação. O estudo fundamenta-se em conceitos desenvolvidos por diversos autores das áreas de educação em engenharia e didática do ensino superior que discutem a história, os problemas, as necessidades de mudanças nessa área e estratégias de ensino e de avaliação nesse nível de ensino. A abordagem metodológica adotada foi o delineamento misto sequencial explanatório, composto de uma fase quantitativa, seguida por uma fase qualitativa que ajuda a entender com maior profundidade os resultados quantitativos obtidos na primeira fase. O estudo foi conduzido em três câmpus da Universidade Tecnológica Federal do Paraná. Os sujeitos da pesquisa foram professores que ministravam disciplinas específicas e/ou profissionalizantes de 11 cursos de engenharia. Na primeira fase do estudo, quantitativa, foi desenvolvido um questionário para a coleta de dados. O instrumento foi validado por um painel de especialistas, testado em um estudo-piloto e administrado a uma amostra constituída por 199 professores. Os dados obtidos foram submetidos a testes da estatística descritiva e da estatística não paramétrica. Os resultados indicaram a frequência de utilização de estratégias de ensino e de avaliação; a adoção de condutas relacionadas ao processo ensino-aprendizagem; a importância que os professores atribuem a vários aspectos relacionados à aquisição de habilidades didático-pedagógicas; e a influência de algumas características pessoais e contextuais sobre a definição de estratégias de ensino e de avaliação utilizadas. Com base nos resultados quantitativos foi elaborado um protocolo de entrevista semiestruturada, administrada a 17 professores. O conjunto de resultados mostrou que a maioria dos professores não conhece e/ou não utiliza estratégias de ensino sugeridas pelas propostas de aprendizagem ativa e de avaliação formativa, mas que, entretanto, no desenvolvimento das aulas procuram promover uma participação ativa dos alunos nas discussões sobre os conteúdos ministrados, desenvolver e avaliar aspectos superiores à capacidade de memorização e de reprodução; que os processos de ensino e de avaliação desenvolvidos são centrados no professor; que os principais fatores que influenciam a definição das estratégias de ensino e de avaliação utilizadas são características diretamente relacionadas à prática didática; que a aquisição de habilidades didático-pedagógicas ainda acontece principalmente por meio da experiência no cotidiano da sala de aula. Esta pesquisa contribuiu para que se tenha uma compreensão mais ampla a respeito da prática didática nos cursos de engenharia, mas fica evidente a necessidade de mais estudos que venham a identificar outras especificidades dessa área do ensino superior.The objective of the study was to analyze how teaching and assessment strategies are used by teachers of the Federal University of Technology – Paraná in training of engineers. The main factors that justify this study are the small number of studies dealing with pedagogical issues in engineering education, the current context of values that require a multiplicity of functions of the engineer and the training process under the influence of teaching and evaluation strategies. The study is based on concepts developed by several authors of the areas of engineering education and higher education didactics who discuss the history, problems, the need for changes in this area and strategies of teaching and evaluation in this level of education. The methodological approach adopted was the explanatory sequential mixed method design, composed of a quantitative phase followed by a qualitative phase that helps to understand in more depth the quantitative results obtained in the first phase. The study was conducted in three Campi of the Federal University of Technology - Paraná. The research responsibles were teachers who taught specific and / or vocational disciplines in 11 engineering courses. In the first phase of the quantitative study, a questionnaire was developed to collect data. The instrument was validated by a panel of experts, tested in a pilot study and administered to a sample of 199 teachers. Data were submitted to descriptive statistics and non-parametric statistics. The results indicated the frequency of use of teaching and evaluation strategies; the adoption of behaviors related to the teaching-learning process; the importance that teachers attribute to various aspects related to the acquisition of didactic-pedagogical skills; and the influence of some personal and contextual characteristics on the definition of teaching strategies and evaluation used. Based on the quantitative results, a semi-structured interview protocol was administered to 17 teachers. The answers of the teachers allowed a deepening of the results obtained in the quantitative phase. The set of results showed that most teachers do not know and / or do not use teaching strategies suggested by the active learning and formative evaluation proposals, but that, in the meantime, in the development of the classes, they seek to promote an active participation of the students in the discussions about content taught, develop and evaluate superior aspects to the ability of memorizing and reproducing; that the process of teaching and evaluation developed, they are focused on the teacher; that the main factors that influence the definition of teaching and assessment strategies used are characteristics that are directly related to didactic practice; and that the acquisition of didactic-pedagogical abilities still works mainly through the everyday classroom experience. This research contributed to a broader understanding of didactic practice in engineering courses, but it is evident that more studies are needed to identify other specificities of higher education.
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Sutherland, G. "A curriculum framework for an introductory programme in the national diploma: Engineering at the Vaal University of Technology." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1368.
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Thesis (PhD (Curriculum Studies))-- University of Stellenbosch, 2009ENGLISH ABSTRACT: The aim of this study was to develop a curriculum framework for engineering introduction programmes offered at a higher education institution, using a case study design. The South African government is attempting to redress the social inequalities which prevailed in the education sector during the apartheid era. One of their efforts has involved the widening of access to diverse groups in society in order to increase participation within the higher education sector. However, many students attempting their higher education studies are academically under prepared. This is mainly due to insufficient life skills, communication skills, numeric skills and literacy skills. The lack of these skills has inspired various international and national higher education institutions to develop academic programmes aimed at bridging the gap that exists between secondary schooling and higher education. Introduction programmes for prospective engineering students have to ensure high-quality curriculum development procedures in order to secure these students’ academic success throughout their engineering studies. This, in turn, leads to quality graduates and addresses the huge shortage experienced by the industry. An overview of the contextual and conceptual views on curriculum development is given against the backdrop of the current higher education legislation in South Africa. The overview regarding curriculum development links the introduction programme curriculum to generic learning outcomes specifically set at the National Qualification Framework Level 4. It suggests the application of continuous assessments, in line with outcomes-based education criteria, together with quality assurance in order to fit the Higher Education Quality Committee and the Engineering Council of South Africa’s accreditation criteria applicable to higher education institutions. During the design and methodological stages, it was established, by means of a theoretical investigation, that the first phase of this study determines whether students that successfully completed the introduction programme perform academically better than students entering the diploma programmes directly. The theoretical investigation also established that the second phase of this study determines if the diploma students dropped out of the programme for reasons other than academic performance. A triangulation approach was used to increase the validity of the empirical part of the study and to enhance the rigorous use of both quantitative and qualitative data. The study results shed light on the need for introduction programmes. In addition, it proposed a curriculum framework for improved engineering introduction programmes at the Vaal University of Technology.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om kurrikulumraamwerk vir oorbruggingsprogram vir ingenieurswese-studente in hoër onderwys te ontwikkel. Die kurrikulumraamwerk is ontwikkel deur middel van gevallestudie wat die implementering van oorbruggingskursusse in die ingenieurswese indringend ondersoek het. Die huidige Suid-Afrikaanse regering poog om die sosio-politieke wanbalanse as nalatenskap van apartheid, uit te wis. Dit word gedoen deur middel van inisiatiewe waarin onder meer hoër onderwys prominente vennoot is wat aan diverse samelewing gelyke geleenthede bied. Die huidige, meer toeganklike bedeling in hoër onderwys in Suid-Afrika het groot toename van studente uit histories agtergeblewe gemeenskappe tot gevolg gehad. Die meeste studente wat in hierdie konteks die hoëronderwyssektor betree, blyk in groot mate onvoorbereid te wees vir hoër onderwys vanweë hul gebrek aan lewens-, kommunikasie-, numeriese en taalvaardighede. Hierdie tendens kom ook op internasionale vlak voor. Dit het inisiatiewe ten opsigte van akademiese ontwikkeling op nasionale sowel as internasionale vlak genoodsaak. Die doel van akademiese ontwikkeling is primêr om die gaping tussen die skool en hoër onderwys te oorbrug. Oorbruggingskursusse moet van hoë gehalte wees om sodoende te kan verseker dat voornemende studente vir hoër onderwys, en vir die doel van hierdie studie meer spesifiek ingenieurstudente, van groter akademiese sukses verseker kan wees. Die suksesvolle implementering van oorbruggingskursusse vir ingenieurswese-studente behoort in groot mate tot beter gehalte gegradueerde te lei en bydrae te lewer tot die vraag na ingenieurswese-studente vir die nywerheidswêreld. Kontekstuele en konsepsuele beskouings ten opsigte van kurrikulumontwikkeling in die hoër onderwys in Suid-Afrika word deur generiese leeruitkomste bepaal. Hierdie uitkomste is op vlak 4 van die land se Nasionale Kwalifikasieraamwerk vasgepen. Dit het ook tot gevolg dat alle programme volgens amptelike Departement van Onderwys-dokumente aan deurlopende assessering onderwerp moet word, dat die gehalte van die kursus onderworpe is aan die gehalteversekeringskriteria van die vi Hoëronderwys se Gehaltekomitee (‘HEQC’) en dat dit moet voldoen aan die vereistes van die Ingenieursraad van Suid-Afrika. Teoretiese raamwerk is tydens die ontwerp- en metodiekstadium van die studie daargestel. Die doel van hierdie eerste fase van die studie was om te bepaal of diplomastudente wat die oorbruggingskursusse suksesvol voltooi het, akademies beter gepresteer het as daardie studente wat nie die oorbruggingskursus gevolg het nie. Die tweede studiefase het bepaal of die diplomastudente hul studies vir redes gestaak het wat moontlik nie met akademiese sukses verband hou nie. Die navorsing het van triangulasie gebruik gemaak, ten einde die doeltreffende gebruik van sowel kwantitatiewe as kwalitatiewe data te verhoog. Die resultate van die studie werp lig op en onderstreep die behoefte aan oorbruggingskursusse. Die navorsing beveel kurrikulumraamwerk aan vir die ontwerp van verbeterde oorbruggingskursusse in die ingenieurswese aan die Vaal Universiteit van Tegnologie.
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Lo, Kin-keung, and 羅建強. "An investigation of computer assisted testing for civil engineering students in a Hong Kong technical institute." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B38627000.
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Tsai, Chan-Lung, and 蔡慶隆. "Creative-Thinking Teaching For The Electrical-Engineering Department Students in Vocational High School Level-A study for Learing Effectiveness of Electrical Engineering Practice." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/97931097918580188671.
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碩士國立彰化師範大學
工業教育學系在職進修專班
92
The purpose of this study was to investigate the creative- thinking teaching for the electrical-engineering department students in vocational high school level-a study for learning effectiveness of electrical engineering practice. Quasi-experimental design was used for the study. Two groups of students majoring in electrical engineering in National Hsin Chu Industrial Vocational High School have participated in this study for twelve weeks. The experimental group was taught with the creative-thinking teaching strategy, while the control group was taught with the traditional teaching strategy. Both groups were taught in the same conditions, including the teacher, instruments and courses. The pretests, divergent thinking of figural and basic skill of electrical engineering practice, were given to both groups in the beginning of the fall semester, 2003. Twelve weeks later, the posttests were administered. A conference was held when the experiment was finished. This was to understand the opinions and attitudes of students for creative- thinking teaching in electrical engineering practice. The findings and conclusions were listed as the following: 1. The experimental group has significant difference in elaboration of creativity. It shows that electrical engineering students can improve their learning effectiveness by adopting creative thinking teaching approach. 2.The experimental group has significant differences in creativity: fluency, flexibility, originality and totality. It shows that electrical engineering students can improve their creative ability by adopting creative thinking teaching approach. 3.There is no significant difference between the two groups in elaboration of creativity. 4.According to the result from the meeting, most of the students were satisfied with the practice of creative thinking strategy and considered this strategy improved their ways of thinking and developed their creativity. Keywords: traditional teaching, creative thinking teaching, creative thinking ability, learning effects.
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Sitshinga, Mlungisi Martin. "Towards the establishment of an entrepreneurial culture at Eastern Cape Technikon : a strategy within the Department of Electrical Engineering." Thesis, 2004. http://hdl.handle.net/10321/75.
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Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004
viii, 102 leavesThe study examined the perceptions of the Eastern Cape Technikon (ECT) Department of Electrical Engineering (DEE) learners on entrepreneurship education as part of their curriculum, their learning styles and learning approaches. This was important in order for the researcher to devise teaching approaches and materials that would suit their learning styles and approaches. The study was therefore based on the assumption that changing from traditional to innovative learning and teaching approaches would motivate and better prepare learners to become entrepreneurs.
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Lien, Yu-Te, and 連育德. "A Study of Efficiency of Experimental Teaching Integrating the Flipped Classroom into Electrical Machinery Practice Course for Department of Electrical Engineering in skills-based Senior High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/57rr84.
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碩士國立彰化師範大學
工業教育與技術學系
108
This study aimed to discuss the impact on students’ learning attitude and learning effectiveness in Electrical Machine Practice course by using the flipped teaching method in the Dept. of Electrical Engineering in Skills-based Senior High Schools . In order to meet the research purpose, the quasi-experimental method was adopted. The sample were 38 students in the 3rd grade from the Dept. of Electrical Engineering of a public Skills-based Senior High School in Taoyuan. The experimental group was conducted in the Flipped teaching method for Electrical Machine Practice class, whereas the control group maintained the traditional teaching method. Two groups of students proceeded the class at the same time for 8 weeks. The research tools were “Questionnaire of the Learning Effectiveness on Electrical Machine Practice Course” and “Questionnaire of the Learning attitude on Electrical Machine Practice Integrading the Flipped Teaching.” Data were analyzed by using statistic methods, including average, t-test and one way ANCOVA analysis. According to the research purposes, the findings were as follows: 1.As for the students’learning effectiveness on Transformer Characteristics、3-phase induction motor、DC shunt Generator, the learning materials were presented in video lectures so that students gained control of the learning process through studying course material outside of class. 2.The Flipped Teaching method was integraded into the teaching of the abstract concept of Synchronous Motor Excitation Characteristics. Students acquired kowledge before the class by watching video lectures and used lassroom time to practice and apply concepts and ideas through interaction with their peers and the teacher. As a result, the students in the exprimental group were found more effective in leaning than those in the control group. 3.Students’ learning attitude in the exprimental group were better than that in the control group from the Dept. of Electrical Engineering in the Skills-based Senior High School. Keyword: Skills-based Senior High Schools, Flipped teaching, Electrical Machine Practice, Learning effectiveness, Learning attitude.
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Chiu, Kuang-Liang, and 邱光良. "A Study of Development of Teaching Materials for Electrical Engineering and Electronic Engineering Group in Skill-Based Senior High School—An example of Computer Hardware Fabrication." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3y5tnq.
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碩士國立彰化師範大學
工業教育與技術學系
107
The purpose of this thesis is to explore the connotation and development model of computer hardware fabrication practice courses for electrical engineering and electronic engineering group in skill-based senior high school. This thesis using the literature analysis method to explore the theoretical basis of the development of teaching materials provides a basis for the development of computer hardware fabrication teaching materials. Secondly, this thesis is to analyze the Ministry of Labor's skills specification to establish the professional skills and knowledge content of the teaching materials. After the initial development of the teaching materials, the author adopts expert review method for two times to carry out the content evaluation and professional review of the developed teaching materials. It ensure the appropriateness of the developed materials. The experts invited five experts and teachers, including scholars who have specialized knowledge in the field of micro-computer, senior teachers with experience in textbook development and publishing, and senior teachers engaged in relevant teaching work. After the amendments to the first expert review were collected, the revision work was carried out, and the second expert review was carried out after the revision was completed. The purpose was to make the contents of the computer hardware fabrication practice teaching materials more complete and appropriate. In this thesis, the development of teaching materials after expert review for two times to assess the degree of compliance has met teaching materials evaluation index, in line with learners needs.
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Wang, Yi-Lin, and 王異麟. "A study for effectiveness effects of "Industrial Electronics" course with multiple intelligences teaching for vocational high school students in Division Electrical Engineering." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/72266785332849064258.
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碩士國立彰化師範大學
工業教育學系
91
The purpose of this study was to investigate the learning effectiveness of “Industrial Electronics” course with multiple intelligences teaching for vocational high school students in the Division of Electrical Technology. The learning effectiveness includes learning achievement and learning attitude. According to the research purpose, the research subjects were two junior classes of Electrical Technology Department in National Shui-Li Vocational High School. There were 26 students in the experimental group and 29 students in the control group. The total research subjects were 55 students. Quasi-experimental design was used for the study and the instruments, which consists of a pretest and a posttest. Two groups of students participated in the experimental teaching for ten weeks. In order to collect research data efficiently, the researcher developed research tools based on the literature reviews, expert interviews, reliability test, and validity test. The six tools included “multiple intelligences checklists,” “learning attitudes index,” “basic professional competency achievement test,” “industrial electronics academic achievement test,” “portfolios assessment,” and “interview outlines of the multiple intelligences teaching.” This study used statistical methods to collect quantitative data. Besides, the information from class observing and after-teaching interviews was also used to conduct the research result. The findings were listed as follows: 1.In terms of the scores of the Industrial electronics academic achievement index (paper and pencil test), there were no significant differences between the two group students. 2.In terms of the scores of the Industrial electronics academic achievement index (average scores of the portfolios), the experimental group was significantly higher than the control group. 3.In terms of the scores of the Industrial electronics academic achievement index (paper and pencil test), there were no significant differences for the students who had different strong intelligences, even though they were in different teaching groups. 4.In terms of the average portfolios scores of the experimental group, there were significant differences between the diverse strong intelligences. The students who gained the highest average adjusting scores were the strong intrapersonal intelligences ones. 5.In the terms of average portfolios scores of the control group with the traditional teaching , there were no significant differences between the diverse strong intelligences students. 6.Learning attitudes of the students in the experimental group who took the multiple intelligences teaching were significantly better than the control group who took the traditional teaching . The findings and conclusion of this research consist of advice targeted to three categories: the school administrators, teachers, and future researchers. This could serve as a reference for vocational school teachers who use the multiple intelligences teaching and future researchers.
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Yu-Ling, Cheng, and 鄭鈺齡. "The Study of Students’ Satisfaction toward English Teachers’ Teaching -- Electrical Engineering Department in Public Vocational High School in Taipei as an Example." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/34585281075989675206.
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碩士國立臺灣師範大學
工業教育學系
96
The main purpose of this thesis is to explore the students’ satisfaction toward English teachers’ teaching － electrical engineering department in public vocational high school in Taipei as an example. To attain to the purpose of the study, the literature was firstly reviewed and discussed to build the framework of this study. The second one, according to the results of the literature study, the questionnaire was entitled “Questionnaire to survey the electrical engineering department students’ satisfaction toward English teachers’ teaching in public vocational high school in Taipei”. It possessed very high reliability and validity. The research method employed in this study was the survey method with a questionnaire. There were 1338 students’ of the electrical engineering department in 5 public vocational high schools in Taipei area. A sample of 618 students was clustered random sampling from 5 schools. Finally, there were 524 valid responses from the survey of the target students. The outcomes of this study were list as follows: 1. The electrical engineering department students’ satisfaction toward English teachers’ teaching was above average level. 2. The satisfaction degree of the electrical engineering department students’ satisfaction toward English teachers’ teaching appeared significant difference among the following students’ background variance, such as academic grade, the results of English of last semester. 3. The satisfaction degree of the electrical engineering department students’ satisfaction toward English teachers’ teaching appeared the same level among the following students’ background variance, such as sex, the hours of studying English at home every week, the activities of English after school. 4. There is no bearing conspicuously on the students’ sex and the results of English of last semester. 5. There are obvious differences on the hours of studying English at home every week and the results of English of last semester, the activities of English after school and the results of English of last semester, the hours of studying English at home every week and the results of English of last semester. According to the findings and conclusions of the research, some suggestions were made for teachers, students, vocational high schools, educational administrative organs and the further studies respectively.
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Human, Marthinus Cornelius. "'n Gerasionaliseerde modulêre kurrikulum vir tegniese vakke met verwysing na die elektriese studierigting." Thesis, 2015. http://hdl.handle.net/10210/13364.
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D.Ed.The school is an institution that came into being on demand of the community and as such is also responsible to the community for all its activities. This entails that the teaching provided by the school should be directed, amongst other things, to the interests and needs of the learners and the community. To ensure that the teaching is systematic, purposeful and progresses according to specified contents, all school activities are organized by a programme, known as a curriculum. This research was directed at a definite aspect of formal teaching provision, viz. vocationally-oriented education and more specifically to technical education at secondary school level. Observation and commentary from various sources indicate that the relevance of technical education at school level is questioned by post-school "users of technical education". This is particularly pertinent if it is considered against the background of, inter alia, the appeal for a greater shift in emphasis of vocationally-oriented and vocational education, the revision of the broad curriculum for pre-tertiary education that is currently being undertaken and the economic, social and political climate that prevails in the RSA at present. The problem for the present research was defined against this background as the search for measures to ensure that the curricula for the technical field of study at school level comply with the needs and demands of the community with specific reference to the post-school "users of technical education". The purpose of the study centres around the development of a curriculum for technical education. As a result of restrictions imposed on the extent of the study the developmental activities were curtailed to the design of a part-theory that comprises a situation and goal analysis followed by the setting of guidelines for a structure whereby the contents for the electrical field of study (as exemplar for the technical field of study) can be selected and organized. In achieving this aim, brief consideration was initially given to the didactic-pedagogic founding of the school curriculum and curriculum development as a process. An extensive literature study was subsequently undertaken regarding technical education at school level (as a form of vocationally - oriented and vocational education). This literature investigation mainly covered two fields, viz. the historical development of technical education at school level in the RSA and definite aspects directly related to the provision of vocationally-oriented vocational education and specifically technical education at school level. Regarding the latter, consideration was given, amongst others, to relevance and differentiation as principles of educational provision, the task of the school with reference to the provision of generally-oriented and specialized education (vocationally-oriented and vocational education), the status of technical education as well as the rationalization of technical subjects at school level...
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CHENG, YU-CHENG, and 鄭有成. "A Study of the Team Teaching with Industry Experts Effecting Vocational Senior High School Electrical and Electronic Engineering Group Students’ Learning Attitude and Effectiveness." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/28037257909777436022.
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碩士國立彰化師範大學
工業教育與技術學系
104
This study aimed to explore the differences in and the relationship between the learning attitude and the learning effectiveness regarding the team teaching with industry experts of the vocational senior high school electrical and electronic engineering group students of different backgrounds. To achieve the above purpose, the author did literature review, set up the theoretical framework to establish research-based, self questionnaire by experts and pretest amended questionnaire. In this study, the electrical and electronic engineering group students are from the vocational senior high schools who had applied for the subsidy for team teaching with industry experts provided by the K-12 Education Administration, Ministry of Education in academic year 2014 to 2015. The study performed a questionnaire survey with the random stratified sampling method. The population counted 1,938 people. The total sampling population was 1,000 questionnaires issued to 17 vocational senior high schools, and among the retrieved ones, 808 were valid. The valid response rate was 80.8％. The questionnaire has five student background variables, including grades, divisions, gender, school types and school locations. The resulting data were analyzed by a narrative statistical analysis with version of SPSS20.0 software, t-test, ANOVA, Pearson product-moment correlation, and Sheffé posteriori multiple comparison. Based on the research purpose, the research findings are summarized below: 1. Generally, the learning attitude and effectiveness regarding the team teaching with industry experts affecting the vocational senior high school electrical and electronic engineering group students both reached good performance. 2. The learning attitude regarding the team teaching with industry experts affecting the electrical and electronic engineering group students in third grade, department of computer science, male, private school and the central section of Taiwan was relatively good. 3. The learning effectiveness regarding the team teaching with industry experts affecting the electrical electronic engineering group students in third grade, department of computer science, private school and the central section of Taiwan was relatively good. 4. The learning attitude and effectiveness regarding the team teaching with industry experts affecting the vocational senior high school the electrical and electronic engineering group students were highly and positively related. Keywords: Industry Experts, Team Teaching, Electrical and Electronic Engineering Group, Learning Attitude, Learning Effectiveness
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Huang, Teng-Yuan, and 黃燈淵. "The Influences of the Implementation of the Skill Test on Teaching in Vocational High School-A Study of Departments of Electrical Engineering in Vocational High Schools in Tainan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/16508781034009476653.
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碩士國立高雄師範大學
工業科技教育學系
92
The purpose of the study was to understand various influences that implementing a skill test has on teaching in school, and to investigate the role every variable plays in each aspect of a specific influence. The skill test was a third-grade one designed specifically to examine vocational high school students’ abilities in industrial wiring and commercial wiring. Eleven vocational high schools with departments of Electrical Engineering in Tainan were sampled to be used in the research. From each school, the following participants were chosen for the research: Five professional teachers who were involved in the teaching or training of students for the third-grade skill test, along with 75 second or third-year students who took part in the skill tests during the academic year of 2002. Questionnaires compiled by the researcher were distributed to the teachers and students in the eleven schools. In all, 902 valid questionnaires were collected from students and 77 were collected from teachers. The following conclusions were drawn after statistical analysis: 1. Despite the inconsistence between the school curriculum design and the content of the skill test, the implementation of the skill test for students of departments of Electrical Engineering has won affirmation and support from the school, teachers, students, and parents. 2. It was found that the implementation of the skill test for the students of departments of Electrical Engineering has a more positive than negative influence on a student’s learning. 3. The implementation of the skill test for students of departments of Electrical Engineering was helpful in teaching the practice course as well as helping reach the teaching goals in the departments of Electrical Engineering. 4. The influences of the skill test on the teaching content were different between private and public schools. 5. Whether students sign up for the skill test or not, they were entitled to equal educational opportunities at school. 6. As a whole, although the implementation of the skill test for the students of departments of Electrical Engineering has gained support from school administrations, teachers, students and parents, it was still seeking affirmation from the business sector. Accordingly, the following suggestions on the implementation of the third-grade skill test for students of departments of Electrical Engineering were given: 1. In response to advances in technology and industry, timely additions should be made to the curriculum design in vocational high schools as well as the content of the skill test. 2. In hoping for the practical realization of the licensing system, the implementation of the skill test for the students of departments of Electrical Engineering should be widely affirmed and continuously promoted. 3. In trying to avoid the negative influence of implementing the skill test on teaching, and to normalize teaching in vocational high schools, optional courses or training for the skill test was suggested. Moreover, more attention should be paid to the differences between private and public schools. 4. In view of the lack of affirmation from the business sector, more efforts should be made in that area to promote the implementation of the skill test. KEY WORDS：departments of electrical engineering in vocational high schools, skill test for high school students, industrial wiring, commercial wiring.
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盧彥旭. "A Study on the Factors Influencing Teachers of the Electrical and Electronics Engineering Group in Vocational High School Integrating Information Technology into Teaching and Their Learning Performance Cognition in Central Taiwan." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/ch4n49.
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碩士國立彰化師範大學
資訊工程學系
101
The aim of this research was to explore the factors affecting high school teachers in Electrical Engineering Electronics Group in Central Taiwan integrating information technology into teaching and their learning performance cognition and to analyze how the factors and performance vary among teachers from different backgrounds. Based on the documentary analysis method to develop the questionnaire, the research used stratified random sampling to select high school teachers in Electrical Engineering Electronics Group in five counties in Central Taiwan, including Miaoli County, Taichung City, Changhua County, Nantou County and Yunlin County, as the subjects. The total population was 623, among which 485 were sampled as subjects and 307 were effective samples. The effective response rate was 63.30%. The research consisted of eight personal background variables, including gender, age, education, years of teaching, teaching subject, school position, use of information technology teaching materials, and hours of training in information technology integrated into teaching, and three school background variables as school type, size, and location. Dependent variables were factors affecting information technology integrated into teaching and their learning performance cognition. The research used statistical methods as Independent-Sample T Test, the One-Factor ANOVA Model and Pearson product-moment correlation, with weight value added to the factors affecting information technology integrated into teaching to analyze the collected data. The findings were as follows: 1. Facilities and course materials are the two main factors affecting information technology integrated into teaching. 2. Practicum courses yields better performance in information technology integrated into teaching. 3. Male teachers with higher information literacy who often use information teaching materials achieve better performance. 4. Male teachers in the department of Electrical Engineering and the department of Computer Science with administrative work who often use information teaching materials achieve better performance. 5. Teachers of schools in Taichung and Changhua with administrative support yield better performance. 6. Teachers of schools in Taichung yield better performance than those in the other areas. 7. A positive correlation is observed between the factors affecting information technology into teaching and the learning performance cognition. 8. Findings of analysis with weight value bear resemblance to ones without weight value, yet, the former demonstrates better correlation.
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Lin, Hung-Yi, and 林泓毅. "A study of developing the teaching materials of problem solving strategy applied on Asynchronous Distance Learning. An example for the digital logic course in department of electrical engineering at vocational high school." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/99054319183180391410.
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碩士國立彰化師範大學
工業教育與技術學系
94
Abstract The purpose of this study was to apply the teaching strategy of problem solving toward the development of Asynchronous Distance Learning System, an example for the Digital Logic course in department of electrical technology at vocational high school. The research tool included computer hardware, application software, the digital logic course, and system evaluation questionnaires. As to the methodology, literature review, system analysis, and questionnaire survey were employed in this study. The researcher developed an asynchronous distance learning system, and conducted a systematic assessment by acquiring inputs from nine experts and seventy-one learners. The results of this study were as follows： 1. The teaching strategy of problem solving applied to several designs of digital logic tutoring system. Teachers in the future should consider using this method. 2. Combine the teaching strategy of problem solving and asynchronous distance learning platform, a digital logic teachings website were constructed. 3. The expert and the learner use degree of satisfaction and the view on this study.
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Farwell, Dianna. "Evaluation of NIOSH-sponsored engineering faculty workshops." Thesis, 1993. http://hdl.handle.net/1957/35664.
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