Perception of Civil Engineering Extension Students of Addis Ababa University Institute of Technology in the Teaching of Applied Mathematics

Abstract

The purpose of this study was to assess how applied mathematics was taught at Institute of Technology (AAIT) of Addis Ababa University. 53 extension civil engineering students were selected by purposive sampling from the population of all engineering extension students in the Institute. The data were collected by self-responded Likert scales of teaching applied mathematics which were divided into five components: classroom instruction, additional support, methods and approaches, visualization techniques, and assessment of students. The data were analyzed by correlation, independent t-test, one and two way ANOVAs. The results from the responses of the students revealed that: the practices of delivery of the course outline, showing the necessary and sufficient conditions when clarifying the concepts in applied mathematics, giving worksheet for each chapter where questions help in developing mathematical concepts, problem solving method and traditional method of teaching, concept map visualization technique, assessment using quizzes, tests and exams were the most frequently used. Lack of invitation of professionals in the appropriate places of the courses, the coverage of the courses, worksheet were not done by individual students and discussing in groups in the tutorial class, focus given to independent and collaborative mathematics activities, implementing animation or simulation, experimentation and manipulative techniques of visualization, assessment using class activities and self or peer assessment of students were also problems observed in the teaching of applied mathematics.

Keywords: classroom instruction, student support, methods of teaching, visualization techniques, assessment of students