The effectiveness of a computer‐assisted learning programme in engineering mathematics

Abstract

Two groups of students were taught the same engineering mathematics material in different ways. One group was taught using solely ‘traditional’ lectures and tutorials. The other group had some lectures and tutorials but also spent some time using computer‐assisted learning material. The results achieved by these two groups are analysed in an attempt to determine if there was any benefit in following the computer‐assisted learning programme. The views of the students who used computers were surveyed by questionnaire and these findings are also reported.