2025 ASEE Annual Conference & Exposition

Engineering courses are mathematically inclined and rigorous in nature. Numerous pedagogical methods such as communication strategies, learning environments, and visual supplements have been designed and implemented to promote student learning, engagement, and success in rigorous topics. As such, engineering students are encouraged to allot sufficient time to recurrently process lecture notes, attend office hours, or inquire about ambiguous technical content to fully assimilate course material. In this study, students enrolled in two engineering courses (Rigid Body Dynamics and Engineering Analysis) were evaluated to identify which aspects (course material or external factors) generated the most predicaments during a semester span. The following challenges were available on the open-ended, self-developed survey: a) lack of knowledge in calculus, geometry, or trigonometry, b) did not study enough, c) course material was too difficult, d) lack of interest in the course, e) rigor of the course, and f) overwhelmed by other courses. The open-ended responses did not identify any pedagogical methods as critical factors to understand course material. Results revealed that 11.9% of the students enrolled in Rigid Body Dynamics and 0% of the student in Engineering Analysis thought the challenges experienced throughout the semester were due to the difficulty of the course. However, 50% of the students enrolled in Rigid Body Dynamics and 47.1% of those in Engineering Analysis mentioned that the challenges experienced resulted from not studying enough. To this end, 47.6% (Rigid Body Dynamics) and 38.2% (Engineering Analysis) of the students invested less than 2 hours per week studying when no assignments were given, and mentioned the lack of focus and negligence as the non-academic factors generating poor academic performance.