Exploring student perspectives on an extended mechanical and industrial engineering program

Abstract

Many students find the transition from high school to university difficult specifically in engineering. It has been established that there is a gap in mathematics ability between high school and university. Internationally the high school curricula focus on increasing access to tertiary institutions. Many of these curricula teach superficial learning to high school students. At University level deep learning is required. Students who do not meet entry requirements for engineering first year have the option to enter an extended program. This paper explores whether the extended program offered at the University of Johannesburg for mechanical and industrial engineering students is perceived as beneficial. A survey was conducted on first- and second-year students that started their qualification with the extended program. The results were statistically analysed. Information from the Higher Education Management Information System (HEMIS) system was used to compare performance of students who completed the extended program and those in the mainstream. Based on the research it seems that the extended program does benefit students.