Mathematics Foundation Moderates Link between Cognitive Failure and Electrical and Electronic Engineering Education Achievements

Abstract

This study explores the intertwining of mathematics and electrical and electronic engineering education, aiming to reveal how crucial mathematics problem-solving skills and cognitive development are to the field. The research explores the mediating role of students' cognitive failure in the relationship between mathematics failure and achievement in electrical and electronic engineering education. Additionally, it investigates the moderating effect of students' mathematics background on this relationship. The study adopted the quantitative research design where random cluster sampling was used to select a total of 488 final year students from four technical universities in Ghana. Data consisted of mathematics achievement test scores and students’ examination results in ten core courses. The findings reveal that the adverse effect of students' failure in specific mathematics topics on achievements in electrical and electronic engineering education is mediated by cognitive failure. Notably, this mediation is moderated by the students' pre-university foundation in mathematics. The study makes recommendations for engineering mathematics curriculum development, emphasizing more practical applications, especially in Algebra and Probability, to prevent mathematics and cognitive failures. Intervention for applicants with grade 4 or worse is recommended for successful completion of the program.