Polytechnic engineering mathematics: assessing its relevance to the productivity of industries in Uganda

Peter J. Jehopio, Ronald Wesonga

Research output: Contribution to journalArticle

Abstract

Background: The main objective of the study was to examine the relevance of engineering mathematics to the emerging industries. The level of abstraction, the standard of rigor, and the depth of theoretical treatment are necessary skills expected of a graduate engineering technician to be derived from mathematical knowledge. The question of whether these skills are imparted to benefit emerging economies still remains a big area of investigation. This study investigated the relevancy of engineering mathematics to the benefit of local industry in a developing economy, Uganda. Results: There was a significant difference between the mathematics being taught to the engineering technical students and the mathematics relevant to the engineering technical work in the industries (p value < 0.05). Implying that the mathematics taught to engineering technical students, though relevant, is not in the form of what the industries require. The use, practicability, depth, rigor, modernity, relevancy, and usefulness of the taught mathematics were all statistically different from the desired mathematical skills for the industry. Moreover, the extent of use of the engineering mathematics did not differ between the required and taught and among the civil, electrical, and mechanical branches of engineering. Conclusions: The mathematics syllabi for polytechnic institutes should be developed to directly support innovations and efficiency in the local industries. Therefore, a close collaboration between the polytechnic colleges and the local industries should be facilitated to achieve a sustainable industrial.

Original languageEnglish
Article number16
JournalInternational Journal of STEM Education
Volume4
Issue number1
DOIs
Publication statusPublished - Dec 1 2017

Fingerprint

Uganda
productivity
mathematics
engineering
industry
economy
technician
syllabus
abstraction
modernity
student
graduate
innovation
efficiency

ASJC Scopus subject areas

  • Education

Cite this

Polytechnic engineering mathematics : assessing its relevance to the productivity of industries in Uganda. / Jehopio, Peter J.; Wesonga, Ronald.

In: International Journal of STEM Education, Vol. 4, No. 1, 16, 01.12.2017.

Research output: Contribution to journalArticle

@article{b2e160c9e84f4e259c46a3440b5b0d40,
title = "Polytechnic engineering mathematics: assessing its relevance to the productivity of industries in Uganda",
abstract = "Background: The main objective of the study was to examine the relevance of engineering mathematics to the emerging industries. The level of abstraction, the standard of rigor, and the depth of theoretical treatment are necessary skills expected of a graduate engineering technician to be derived from mathematical knowledge. The question of whether these skills are imparted to benefit emerging economies still remains a big area of investigation. This study investigated the relevancy of engineering mathematics to the benefit of local industry in a developing economy, Uganda. Results: There was a significant difference between the mathematics being taught to the engineering technical students and the mathematics relevant to the engineering technical work in the industries (p value < 0.05). Implying that the mathematics taught to engineering technical students, though relevant, is not in the form of what the industries require. The use, practicability, depth, rigor, modernity, relevancy, and usefulness of the taught mathematics were all statistically different from the desired mathematical skills for the industry. Moreover, the extent of use of the engineering mathematics did not differ between the required and taught and among the civil, electrical, and mechanical branches of engineering. Conclusions: The mathematics syllabi for polytechnic institutes should be developed to directly support innovations and efficiency in the local industries. Therefore, a close collaboration between the polytechnic colleges and the local industries should be facilitated to achieve a sustainable industrial.",
author = "Jehopio, {Peter J.} and Ronald Wesonga",
year = "2017",
month = "12",
day = "1",
doi = "10.1186/s40594-017-0078-z",
language = "English",
volume = "4",
journal = "International Journal of STEM Education",
issn = "2196-7822",
publisher = "Springer Open",
number = "1",

}

TY - JOUR

T1 - Polytechnic engineering mathematics

T2 - assessing its relevance to the productivity of industries in Uganda

AU - Jehopio, Peter J.

AU - Wesonga, Ronald

PY - 2017/12/1

Y1 - 2017/12/1

N2 - Background: The main objective of the study was to examine the relevance of engineering mathematics to the emerging industries. The level of abstraction, the standard of rigor, and the depth of theoretical treatment are necessary skills expected of a graduate engineering technician to be derived from mathematical knowledge. The question of whether these skills are imparted to benefit emerging economies still remains a big area of investigation. This study investigated the relevancy of engineering mathematics to the benefit of local industry in a developing economy, Uganda. Results: There was a significant difference between the mathematics being taught to the engineering technical students and the mathematics relevant to the engineering technical work in the industries (p value < 0.05). Implying that the mathematics taught to engineering technical students, though relevant, is not in the form of what the industries require. The use, practicability, depth, rigor, modernity, relevancy, and usefulness of the taught mathematics were all statistically different from the desired mathematical skills for the industry. Moreover, the extent of use of the engineering mathematics did not differ between the required and taught and among the civil, electrical, and mechanical branches of engineering. Conclusions: The mathematics syllabi for polytechnic institutes should be developed to directly support innovations and efficiency in the local industries. Therefore, a close collaboration between the polytechnic colleges and the local industries should be facilitated to achieve a sustainable industrial.

AB - Background: The main objective of the study was to examine the relevance of engineering mathematics to the emerging industries. The level of abstraction, the standard of rigor, and the depth of theoretical treatment are necessary skills expected of a graduate engineering technician to be derived from mathematical knowledge. The question of whether these skills are imparted to benefit emerging economies still remains a big area of investigation. This study investigated the relevancy of engineering mathematics to the benefit of local industry in a developing economy, Uganda. Results: There was a significant difference between the mathematics being taught to the engineering technical students and the mathematics relevant to the engineering technical work in the industries (p value < 0.05). Implying that the mathematics taught to engineering technical students, though relevant, is not in the form of what the industries require. The use, practicability, depth, rigor, modernity, relevancy, and usefulness of the taught mathematics were all statistically different from the desired mathematical skills for the industry. Moreover, the extent of use of the engineering mathematics did not differ between the required and taught and among the civil, electrical, and mechanical branches of engineering. Conclusions: The mathematics syllabi for polytechnic institutes should be developed to directly support innovations and efficiency in the local industries. Therefore, a close collaboration between the polytechnic colleges and the local industries should be facilitated to achieve a sustainable industrial.

UR - http://www.scopus.com/inward/record.url?scp=85051803446&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85051803446&partnerID=8YFLogxK

U2 - 10.1186/s40594-017-0078-z

DO - 10.1186/s40594-017-0078-z

M3 - Article

AN - SCOPUS:85051803446

VL - 4

JO - International Journal of STEM Education

JF - International Journal of STEM Education

SN - 2196-7822

IS - 1

M1 - 16

ER -