Abstract:

Students support is important and essential component of an effective learning process in higher education. The diversity of student needs in itself raises questions about the nature of student support and the best ways to provide this [1]. According to research of Pt. Sundarlal Sharma Open University teacher support and locale play important role in academic achievement of the student [2]. The autonomy in students day-to-day activities and positive and supportive relationships with their peers are linked to the teacher emotional support [3].

The aim of the article is to address the factors that supported engineering students in learning sciences. The article is based on the results of qualitative feedback questionnaires of subjects Mathematics and Text and Data Analysis. The collected data was analysed using constant comparative analysis.

The article explains how the learning process was organized for students. As a result of the student’s feedback analysis, pedagogical, personal and time factors appeared. The most emphasized factors by students were pedagogical factors (meaningful online support for students, constructive feedback, effective organisation of classes and motivational assessment system). Pedagogical factors were followed by personal factors (teacher’s personal traits, teacher’s competencies and student’s mindset). Time factors were timing of classes and speed of communication.

According to the learners, these factors influenced their motivation and coping with subject courses the most. Findings could provide useful information for those who wish to develop educational practices to improve students' academic achievement. The results obtained are used in the international Erasmus+ project EngiMath to create a shared interface for engineering mathematics with support for procedural understanding, conceptual understanding, and application understanding, encompassed within an integrated environment of authentic learning and assessment.

References:
[1] B. Bartram, “Student Support in Higher Education: Understandings, Implications and Challenges,” Higher Education Quarterly, vol. 63, no. 3, pp. 308 - 314, 2009. Retrieved from https://www.researchgate.net/publication/230132561_Student_Support_in_Higher_Education_Understandings_Implications_and_Challenges.
[2] G. Sharma, “Teacher support as determinant of academic achievement,” The Journal of Educational Research, vol. 2, no. 7, pp. 1-9, 2016. Retrieved from https://www.researchgate.net/publication/316352057_Teacher_support_as_determinant_of_academic_achievement.
[3] E.A. Ruzek, C.A. Hafen, J.P. Allen, A. Gregory, A.J. Mikami, R.C. Pianta, “How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence,” Learning and Instruction, vol. 42, pp. 95-103, 2016. Retrieved from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5298258/.

Keywords:

Students’ Support, Constant Comparative Analysis, Teaching Sciences, Higher Education, Erasmus+ Project, Academic Performance, Engineering Students.