Mathematics in Marine Engineering: Significance of Formative-Feedback within a Diverse Student Cohort

Purpose: This paper aims to examine and propose how to enhance learning of theoretical engineering units with considerable mathematical content in marine engineering courses with diverse student cohorts. Methodology: It is proposed that the competence of students will be improved by adopting a self-directed learning approach. This is achieved through a web-based assessment tool incorporating dynamic-feedback and used within formative assessments. This is further supplemented by integrating theoretical units with operational units having practical applications. A semi-structured questionnaire was launched to seek student feedback on their experience in this study. Findings: Performance levels improved in all students who utilised the assessment tool, although multiple uses maybe required. Dynamic-feedback in formative assessments improved student learning as it encouraged self-directed studies and enhanced motivation for learning among the majority of students. The students agreed that integrating theoretical units with operational units enhanced their learning and enabling them to see the relevance to their work roles. Conclusions: Formative assessments with dynamic feedback improved student learning in mathematics dominated marine engineering units. Properly designed tools, integrating theoretical and practical content and providing adequate and appropriate dynamic feedback, will motivate self-directed learning.