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Research support-oriented MATLAB learning: tackling difficult concepts and promoting personalised learning

Yang, Chunhua; Smith, David

Authors

Dr David Smith D.R.Smith@hull.ac.uk
Lecturer, Head Tutor for Year 2 (Level 5), and Academic Contact (Grimsby) IFHE Psychology

Abstract

This study investigated the acquisition of MATLAB programming skills by postgraduate students, and whether this learning was improved by research support-oriented teaching. Questionnaire surveys were given to academic staff asking about what they considered the most important knowledge and skills in programming to be. Questionnaire surveys were also given to students asking about what programming concepts they found the most difficult and confusing to understand. The intersection between what knowledge and skills in programming the researchers deemed the most important, and what areas in programming students had most difficulty with, was carefully addressed in subsequent teaching in a module teaching the essentials of programming to postgraduate students. Student learning performance, as measured by examination marks on the module, before and after the intersection concepts were emphasised was compared. The student learning performance improvement, together with interviews to students about their perceptions about programming, suggests that teaching oriented to research support is effective at increasing student understanding of programming in MATLAB.

Journal Article Type Article
Publication Date Nov 27, 2017
Print ISSN 1740-9888
Electronic ISSN 1740-9888
Publisher Higher Education Academy
Peer Reviewed Peer Reviewed
Volume 12
Issue 12
Institution Citation Yang, C., & Smith, D. (2017). Research support-oriented MATLAB learning: tackling difficult concepts and promoting personalised learning. New Directions in the Teaching of Physical Sciences, 12(12), https://doi.org/10.29311/ndtps.v0i12.2402
DOI https://doi.org/10.29311/ndtps.v0i12.2402
Publisher URL https://journals.le.ac.uk/ojs1/index.php/new-directions/article/view/2402
Copyright Statement This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. All content is licensed under Creative Commons Attribution 4.0 International (CC-BY 4.0).

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Copyright Statement
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. All content is licensed under Creative Commons Attribution 4.0 International (CC-BY 4.0).



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