Journal of Engineering Education Transformations

Ravindranath Chowdary ¹, B. Surendra Reddy ²

Affiliations
1 Department of Mechanical Engineering, Hyderabad Institute of Technology and Management, Hyderabad, IN
2 Department of Computer Science Engineering, Hyderabad Institute of Technology and Management, Hyderabad, IN

Abstract

The paper deals with the impact of motivation of faculty and students, on effectiveness of teaching and learning processes respectively. The motivation for choosing engineering as career by the students, and for joining teaching and pursuing it as career by faculty;was probed by a survey of both these stakeholders in the institution. It was found that only half of the students were self- motivated to pursue engineering education. Considerable level of correlation emerged between reasons for pursuit of higher studies and aspirations of type of jobs the students prefer after their studies. Nearly a quarter of the student population in the survey wanted to be entrepreneurs after five years of work experience and beyond. The motivation of faculty to learn and deliver effectively was correlated to their aspirations to pursue research. On the flip side, a quarter of the faculty who didn't get any suitable job before joining teaching, exhibited low motivation to learn and teach, and also considered the authority they wield on students and respect they get from parents as motivating factors to continue in the job. The survey also revealed their wide differences in perceptions of the effectiveness of the pedagogy. The understanding of these factors and creating enabling environment in institutions would enhance quality of engineering education in the Indian context.

Keywords

Learning Effectiveness, Motivational Factors, Quality of Engineering Education, Entrepreneurship, and Effectiveness of Pedagogical Methods.

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Shradha Binani ¹, Ravindranath Chowdary ²

Affiliations
1 Department of Humanities and Sciences, Hyderabad Institute of Technology and Management, Medchal, Hyderabad, IN
2 Department of Mechanical engineering, Hyderabad Institute of Technology and Management, Medchal, Hyderabad, IN

Abstract

Chemistry plays a major role in building backbone for engineering education. To fulfill needs of rapidly changing society it is mandatory for engineering professional s to understand developments in chemistry. Tutorials are one of the methods of pedagogy. Existing research didn't point to any precise estimation of improvement in understanding of the course by weak students through tutorials. With this aim, a student sample was administered with tutorials for entire engineering chemistry course content of 1st year B.Tech students in the college. As a first step, the course in chemistry was completed through conventional teaching pedagogy and a pre-test was conducted. Thereafter a structured tutorial containing demonstration, lecture, video and experimentation was administered to the students in all five units of the syllabus. This was followed by a post-test to estimate enhanced learning of the students in the subject. By comparing students' performance in pre-test and post- test, it emerged that learning levels of weak students has substantially increased as compared to the bright students.

Keywords

Engineering Chemistry, Tutorials, Integrated Pedagogy, Enhanced Learning.

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