Information about the paper titled "EDUSCRUM METHODOLOGY IN MATHEMATICAL ENGINEERING EDUCATION" at IATED Digital Library

The teaching-learning process has been a constant target of studies, particularly in Higher Education, in consequence of the annual increase of new students. Considering the particular case of Engineering, it has been witnessed a rising concern with the active learning strategies and forms of assessment. Research has demonstrated that students learn more if they are actively engaged with the material they are studying. In this presentation we describe, present and discuss the techniques and the results of Peer Instruction method in introductory Mathematic courses of an Engineering Bach.

This multi-stage evaluation examines changes in physics teachers’ self-assessed STEM competencies following a university-based professional development intervention in Kazakhstan. The study included a diagnostic needs survey (N = 164), course participation by 46 teachers, and complete paired pre-test/post-test data from 25 teachers, who also completed a practice-focused follow-up during the subsequent academic year. At baseline, 63.4% of respondents reported limited STEM understanding and 28.0% reported no familiarity. In the paired subsample, overall self-assessed STEM competence increased from M = 2.18 (SD = 0.71) to M = 4.22 (SD = 0.58), t(24) = -13.78, p < .001. Significant gains were observed in STEM knowledge, lesson planning, interdisciplinary task design, project-based learning, and digital-tool use. During follow-up, all 25 respondents reported implementing STEM projects, averaging 4.2 projects each; satisfaction was M = 4.36 (SD = 0.70), and 92% would recommend the course. These findings indicate substantial perceived professional growth and reported classroom transfer, but they do not establish causal effects because the study used convenience sampling, self-report measures, and no comparison group.