Abstract: The study was carried out in the Elementary Classes of Andalus Private Schools, girls section using control and experimental groups formed by Random Assignment Strategy. The study aimed at investigating the effect of Al-Andalus Fused Curriculum (AFC) model of learning and the effect of separate subjects’ approach on the development of students’ conceptual learning and skills acquiring. The society of the study composed of Al-Andalus Private Schools, elementary school students, Girls Section (N=240), while the sample of the study composed of two randomly assigned groups (N=28) with one experimental group and one control group. The study followed the quantitative and qualitative approaches in collecting and analyzing data to investigate the study hypotheses. Results of the study revealed that there were significant statistical differences between students’ conceptual learning and skills acquiring for the favor of the experimental group. The study recommended applying this model on different educational variables and on other age groups to generate more data leading to more educational results for the favor of students’ learning outcomes.
Abstract: Teaching of mathematics to engineering students is an
open ended problem in education. The main goal of mathematics
learning for engineering students is the ability of applying a wide
range of mathematical techniques and skills in their engineering
classes and later in their professional work. Most of the
undergraduate engineering students and faculties feels that no efforts
and attempts are made to demonstrate the applicability of various
topics of mathematics that are taught thus making mathematics
unavoidable for some engineering faculty and their students. The lack
of understanding of concepts in engineering mathematics may hinder
the understanding of other concepts or even subjects. However, for
most undergraduate engineering students, mathematics is one of the
most difficult courses in their field of study. Most of the engineering students never understood mathematics or
they never liked it because it was too abstract for them and they could
never relate to it. A right balance of application and concept based
teaching can only fulfill the objectives of teaching mathematics to
engineering students. It will surely improve and enhance their
problem solving and creative thinking skills. In this paper, some practical (informal) ways of making
mathematics-teaching application based for the engineering students
is discussed. An attempt is made to understand the present state of
teaching mathematics in engineering colleges. The weaknesses and
strengths of the current teaching approach are elaborated. Some of
the causes of unpopularity of mathematics subject are analyzed and a
few pragmatic suggestions have been made. Faculty in mathematics
courses should spend more time discussing the applications as well as
the conceptual underpinnings rather than focus solely on strategies
and techniques to solve problems. They should also introduce more
‘word’ problems as these problems are commonly encountered in
engineering courses. Overspecialization in engineering education
should not occur at the expense of (or by diluting) mathematics and
basic sciences. The role of engineering education is to provide the
fundamental (basic) knowledge and to teach the students simple
methodology of self-learning and self-development. All these issues
would be better addressed if mathematics and engineering faculty
join hands together to plan and design the learning experiences for
the students who take their classes. When faculties stop competing
against each other and start competing against the situation, they will
perform better. Without creating any administrative hassles these
suggestions can be used by any young inexperienced faculty of
mathematics to inspire engineering students to learn engineering
mathematics effectively.