Measuring students’ algebra, trigonometry, and geometry skills on a differential calculus for engineering course.

Abstract

The results of a study that involved the construction and validation of a measuring instrument to evaluate algebraic, trigonometric, and geometric skills that university students possess upon entering an engineering program and which are critical for students to perform properly in calculus courses are presented. The instrument design was carried out by faculty members from the mathematics academy, all of whom hold master’s degrees and have taught calculus in the past. This study was composed of 40 reagents and its quality analysis was based on data collected from 875 incoming freshmen during the 2020-2022 school cycle. Data analysis showed that reagents with medium difficulty and high discrimination are the ones with the highest predictive coefficient and correspond mainly to the geometry field, specifically in the topics of the straight line, circumference, and the calculation of surfaces and volumes of geometric shapes. The present research provides teachers with essential elements to adapt or
modify their instructional designs and improve the learning quality of higher education students in the field of calculus. Additionally, middle school teachers may benefit from these results regarding the critical challenges students face when enrolling in engineering programs.