Abstract:

At the Faculty of Economics and Management of the Slovak University of Agriculture in Nitra, the accredited economics study programs are ranked in the field of economics and management. The content of the curriculum of economics study programs also includes mathematical subjects whose education goal is to teach students methods and procedures with application in the field of economics. University education is an important prerequisite for graduates to find employment in the labor market.

The main objective of this paper is to evaluate the study results and knowledge level in selected study programs from the subject of Mathematics IA, which is taught at the Faculty of Economics and Management. We obtained the empirical data for the analysis during the pedagogical research, which was conducted in the academic year 2018/2019 in the teaching of the given subject and we focused on topics from mathematical analysis and differential calculus. The level of students’ knowledge and comparison of learning outcomes will be evaluated via statistical t-test, while the significance of differences in the results among study programs was also assessed.

The success in solving mathematical tasks is determined by understanding and comprehension of mathematical terminology, the control of calculation procedures, and their correct application in task solving. We will apply the results of the pedagogical analysis to updates of the mathematics learning process so that students acquire the necessary knowledge and improve the level of learning outcomes in those topics of mathematical analysis that are problematic for them. A suitable way of improving the level of knowledge is an active self-study and motivation of students' interest in mathematical subjects.

Keywords:

Mathematical education, knowledge assessment, mathematical analysis, differential calculus, statistical t-test.