Enhancing learning of mathematics in marine engineering across diverse students: Impact of real-time formative feedback

This paper proposes that learning of theoretical engineering units with mathematical content can be enhanced through providing real-time formative feedback. A self-directed learning approach is proposed through provision of real-time feedback used within formative assessments. This is supplemented by integrating theoretical units with operational units having practical applications. Performance levels of all the students who utilised the real-time feedback in formative assessments improved. Dynamic feedback in formative assessments improved student learning as it encouraged self-directed studies and enhanced motivation for learning among the majority of the students. The students agreed that integrating theoretical units with operational units enhanced their learning and enabled them to see the relevance to their work roles. Properly designed tools, integrating theoretical and practicalcontents, and providing adequate and appropriate dynamic feedback will motivate self-directed learning.