A REFLECTION ON THE EFFECT OF STEM COURSES ON STUDENTS PERFORMANCE

Year 2017, Volume: 8 , 59 - 63, 10.12.2017

Ahmed Ameur Hagop Ayendjian Ziad Aoudi

Abstract

The STEM course CAMP060, integrating chemistry,
arts, mathematics and physics, represents a strategic shift from the
traditional paradigm of discrete preparatory courses.  Students joining the engineering programs
struggled in preparatory courses; the issues were primarily related to lack of
student engagement, motivation, learning skills, adaptation, and discrepancy in
expectations.

 

In the Spring of 2016, the CAMP060 course was
initiated and piloted primarily to a group of students entering an engineering
program to prepare them for their Freshmen courses. The course was designed as
a developmental pre-calculus level course involving algebra, geometry,
trigonometry, chemistry, and physics with an emphasis on their use in
engineering. Simultaneously, the arts component was embedded in the
course through stimulating and enhancing both communications and writing
skills. The course delivered content using a hands-on-hybrid-flipped model with
an emphasis on self-study, context rich problems solving, and study skills for
university students.

 

The results were promising and showed a great
potential for further experimentation and development. Students’ performance in
the individual subjects were remarkably comparable. Furthermore, the success
rate in the subsequent level courses was notably higher as students exhibited
higher maturity, responsibility, and academic persistence.  

Keywords

Stem, camp060, engineering, student performance, adaptive learning system

References

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