Figure 7 - available via license: Creative Commons Attribution 3.0 Unported
Content may be subject to copyright.
Source publication
Engineering is increasingly becoming a more popular career for women globally. This study aims at examining the performances of female students in comparison to their male counterparts. This is then used to determine if there is any correlation in their performances. The sample population for this research is the engineering students in Covenant Un...
Similar publications
Citations
... Foreign studies devoted to the analysis of sex and age characteristics in the learning process (Hirnstein et al., 2019;Hardebolle et al., 2022;Fényes, 2014;Abioye et al., 2019) specify that the existing differences between male and female students can manifest themselves at the cognitive, behavioral and physical levels. In particular, the process of learning English brings the properties of memory and cognitive activity of students to the forefront (Bećirović et al., 2021), which are inextricably linked with their age characteristics. ...
The widespread use of modern information technology in the educational process of the Russian education system forces the need to develop new educational standards and approaches focused on consideration of the individual characteristics of students. This leads to a need to consider the individual characteristics of students that can influence the acquisition of necessary knowledge and skills. This study involved the task to consider the influence of factors such as sex, age and academic year on the introductory and final testing results of bachelors of mineral resources, who took training courses in English for special purposes on the basis of the corpus-based approach model in teaching and determination of its efficiency. The experimental training is presented in three stages: introductory, operational and final. These stages included learning English for special purposes based on the corpus analysis mode l of the grammatical environment of terminological units, introductory and final testing with subsequent statistical processing of the data obtained. The experimental training outcome obtained demonstrated that the degree of the influence of sex and academic year on academic performance was less pronounced at the introductory testing stage, while it was more pronounced at the final testing stage. The influence of the age groups of students on the data was noted at both stages of testing. It was expressed in the simple average values of the age groups of 17 and 21 years, indicating a downward value in accordance with the age of students. The paired samples T-test data helped us reveal the learning efficiency. Such samples demonstrated sufficient statistical significance of the differences in the average values of the final and introductory testing data.
Many undergraduate engineering programs have incorporated design courses into their curricula, as design is an important skill in industry. Ashesi University in Ghana is one of these universities, with a majority of its courses leveraging some element of project-based learning. Its curricula include three courses that are fully centered on a project, where students employ the engineering design process to fabricate a solution to an identified problem. These include a first-year introductory course, a third-year project course, and a final-year capstone course.
Ashesi’s engineering program is relatively young, with its first graduating class being in 2019. Minimal data has been gathered to systematically describe the paths that its engineering alumni are pursuing. In this paper, the impact of Ashesi’s curricula on its engineering alumni career trajectories is explored. The authors’ hypothesis is that the project-based design courses make its engineering graduates more entrepreneurial in their career. A qualitative approach is used, deploying semi-structured interviews with 15 members from each of the first three graduating classes of Ashesi’s engineering program. Data gathered includes career trajectories, current personal projects, aspirations, and experiences and skills developed from any of the three project-based engineering courses in Ashesi University.
Four characteristics emerged: the engineering alumni 1) are working in a diversity of sectors and roles, 2) possess excellent soft skills, 3) are able to employ design and project management skills, and 4) possess a desire to solve problems. The project-based courses in the engineering curriculum were cited as just one of several elements present on campus that cultivated these characteristics. In spite of the engineering program succeeding in nurturing the skills and desire to solve problems, the majority of interviewees are not currently engaged in design/fabrication problem-solving efforts either within their work or outside of it. Traditional entry-level roles are cited as not providing an enabling environment for them to apply these skills. Implications are drawn for local engineering industry and the university’s engineering program. The findings here can be considered by engineering stakeholders in Ghana and across Africa to support better outcomes and development.
