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Learning Difficulties in the Study of Structural Analysis in Tertiary Institutions

Omuh, I. O. and Amusan, L. M. and Ojelabi, Rapheal A. and Afolabi, A.O. and Tunji-Olayeni, P .F (2017) Learning Difficulties in the Study of Structural Analysis in Tertiary Institutions. THE TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY. pp. 395-403. ISSN 2146 - 7242

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In Education lies the bedrock of the future. Sustainability in education can be achieved through the transfer of knowledge and technology to the next generation and one of the vital ways of achieving this is through teaching in the classroom. Without proper dissemination of these knowledge and skills, there is a disconnection and the students are left without the proper foundation they should have in the first place. Several studies have shown that student experience difficulties in mathematical based courses. This study sought to identify the challenges students of structural analysis face and the factors responsible for these challenges. A survey of three institutions was carried out and data was obtained through the distribution of well-structured questionnaires to students that offered structural analysis from University of Lagos, Covenant University and Yaba College of Technology. Data obtained from this survey were analyzed using Statistical Package for the Social sciences. The results were presented in form of frequency tables using relative index importance index to get a clearer view of the most significant factors. Results from the factors affecting students learning difficulty of the course showed that, poor background (in physics & mathematics) from secondary school made the course difficult for them, their lecturers mode of delivery made the course uninteresting, and also the class sizes were also a problem. To curb this situation, it was recommended among other things, that lecturers should try as much as possible to deliver the course in creative ways that would entice the interest of the students. Secondary and primary school education should be improved, by investing in continuous workshops, seminars and training of teachers to improve their productivity, and lastly, public universities should admit the number of students they have enough resources to cater for, so as to reduce the class sizes.

Item Type: Article
Uncontrolled Keywords: Education, mathematical based, learning difficulties.
Subjects: T Technology > TH Building construction
Divisions: Faculty of Engineering, Science and Mathematics > School of Civil Engineering and the Environment
Depositing User: Mrs Patricia Nwokealisi
Date Deposited: 09 Jan 2018 13:46
Last Modified: 09 Jan 2018 13:46

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