Confidence, mathematics and performance of Engineering Studies candidates at the New South Wales Higher School Certificate examination

John BarlowAustralian Catholic University

What is Engineering Studies

Originally developed as the subject Industrial Arts and implemented in 1966.

Revised as the Engineering Science syllabus (1986) and then Engineering Studies (1999).

Current syllabus has evolved into an integrated study of the Engineering profession with students exploring a range of engineering application and engineering focus modules over the preliminary course (year 11) and HSC course (year 12).

What is Engineering Studies

Application module: knowledge and understanding of engineering concepts and impacts through the study of engineering products

Focus modules: knowledge and appreciation of the role of engineers by studying the nature of the engineering profession and emphasizing the scope of engineering activities in a given field

Distribution of Engineering Studies modules

Preliminary modules (year 11) HSC modules (year 12)

Application modules Focus modules Application modules Focus modules

Engineering fundamentals

Civil structures

Engineered products Personal and public transport

Braking systems Aeronautical engineering

Biomedical engineering Telecommunications engineering

Source: ES syllabus, p.8

What is Engineering Studies

Engineering Studies examination specification requires a 3 hour written paper consisting of two sections. Section 1 consists of 20 objective questions while section 2 consists of approximately 7 short-answer questions with parts totally approximately 25 items with at least two items allocated 6 – 8 marks. Significantly candidates may be required to integrate their acquired knowledge, understanding and skills developed during their study of the entire course.

Engineering Studies HSC examination candidate numbers: 2008 – 2013

Year Male % Female % Total

2008 1821 95.99 76 4.01 1897

2009 1676 96.1 68 3.9 1744

2010 1889 95.55 88 4.45 1977

2011 1770 95.47 84 4.53 1854

2012 2087 94.95 111 5.05 2198

2013 2137 95.92 91 4.08 2228

Source: NSW Board of Studies

Recent research

Bajpai (2006) - four main steps in the application of mathematics to engineering:

identification of the problem,formulation of the problem in mathematical terms,solution of the mathematical problem, andinterpretation of the solution

Goldfinch et al (2008a and 2008b)

could not offer any insight into how to effectively deal with the poor performance of students in subjects such as Statics which involve abstract concepts

Recent research

Dawes and Rassmussen (2006); Karim (2011)

use of physical models to support the teaching of abstract [engineering] concepts

General relevance

students in applied mathematics units where a variety of ‘real world’ applications of mathematics are explored, have consistently indicated a preference for topics such as coding and game theory in preference to those topics commonly associated with physics or engineering mechanics.

This may or may not be simply a reflection of a group of students’ sense of identity as mathematicians but it may suggest a wider problem – lack of interest and relevance – with the study of the engineering topics rather than difficulty with the mathematics.

Recent research

Coupland et al (2008); Flegg et al (2012)

relevance of mathematics rather than engineering topicsmathematics as a tool

implication – when mathematics is not seen as relevanttopic has become outdaterelevance of topic has been explainedfurther engineering experience is required to enhance relevance

increasing use of software packages over pen and paper problem solving

Love (1995) - ‘experts’ use software tools as surrogates for their previous manual techniques learners may not necessarily have the ‘experience’ and know when to use these tools

Recent research

Engineering Studies HSC examination candidature performance: 2008 – 2012

Module Year

Engineering materials Engineering mechanics

AUTB AM AMO % AUTB AM AMO %

Civil structures

2008 6 2 1.10 55.00% 4.25 8 2.94 36.75%

2009 3 2 1.27 63.50% 4.5 8 3.90 48.75%

2010 n/a 0 n/a n/a 4.4 10 4.09 40.90%

2011 3.67 5 1.83 36.60% 5.5 5 1.90 38.00%

2012 4 4 2.45 61.25% 5.25 6 1.76 29.33%

Personal and Public Transport

2008 4.5 4 2.14 53.50% 6 2 0.91 45.50%

2009 4.67 8 4.25 53.13% n/a 0 n/a n/a

2010 3.5 4 1.06 26.50% 4 6 2.93 48.83%

2011 5 4 2.23 55.75% 4.5 4 0.99 24.75%

2012 4 4 2.27 56.75% 4.5 4 0.78 19.50%

Aeronautical engineering

2008 3 4 3.33 83.25% 4.67 7 3.96 56.57%

2009 5 3 1.45 48.33% 4.75 8 3.24 40.50%

2010 5 6 2.35 39.17% 3.5 4 2.35 58.75%

2011 3.67 6 2.82 47.00% 3.67 5 2.17 43.40%

2012 5 2 0.75 37.50% 4.67 7 4.07 58.14%

Source: NSW Board of Studies

n/a indicates no appropriate data available

Some thoughts

Guided practice

Ideally guided practice provides an opportunity to develop confidence and proficiency in the concepts taught through their active application.

May run counter to constructivism

Student learning process v teaching strategy – Sweller (1999 and 2012)

In particular then the potential for developing the confidence of Engineering Studies students in particular to approach, interpret and successfully solve engineering mechanics problems, involving for example the analysis of graphs, the application of trigonometry and the manipulation of mathematical formulae may be more effectively underpinned by the support and deliberate adoption and use of modelling and guided practice problem solving techniques by their teachers.

Some thoughts

Guided practice is by no means a panacea.

However this approach provides an opportunity to engage and actively support students in their engineering mechanics learning and more importantly their application of new concepts.

Significantly an informal trial of this approach has been recently undertaken at an Australian university with promising results measured by both student confidence and examination performance.

The results suggest a more rigorous study would be beneficial and should be undertaken.