Correlating performance in demonstrable courses and mathematics achievement among BS Mechanical Engineering students at technological university of the Philippines
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Full Text |
Pdf
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Author |
David S. Balando
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e-ISSN |
1819-6608 |
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On Pages
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396-413
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Volume No. |
21
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Issue No. |
6
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Issue Date |
May 20, 2026
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DOI |
https://doi.org/10.59018/032649
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Keywords |
mathematics courses, mathematics achievement, engineering demonstrable courses, performance in engineering demonstrable courses, difficulties in mathematics, mathematics framework.
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Abstract
This study investigates the correlation between the academic performance of BS Mechanical Engineering students in demonstrable courses and their achievement in specific mathematics subjects, including Calculus 1, Calculus 2, Differential Equations, Engineering Data Analysis, and Advanced Mathematics. The demonstrable courses under scrutiny encompass Machine Design 1 and 2, Mechanical Engineering Project Study 2, Industrial Plant Engineering, Power Plant Design with Renewable Energy, and Mechanical Engineering Laboratory 3. Additionally, it seeks to identify which aspects of mathematics achievement most significantly impact students' performance in engineering demonstrative courses. Employing a descriptive-correlational approach, the research utilizes multiple linear regression analysis. The sample comprises 184 out of 225 mechanical engineering graduates from the Technological University of the Philippines across various campuses during the 2021-2022 academic year. Data collection involved document analysis to procure students' final grades from the respective university registrar offices. Both quantitative and qualitative analyses were conducted, with qualitative insights derived from interviews with ten faculty members from the Mechanical Engineering Department regarding perceived student challenges in demonstrable courses.
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