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Does self-regulating e-learning assist in secondary school preparation for engineering education?

机译：自我调节的电子学习是否有助于中学工程教育的准备？

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One of the most prominent issues in engineering education is the proper preparation of prospective engineering students in the subjects of mathematics, physics, and English during their senior secondary school years. South Africa is particularly disadvantaged in this regard as international assessments have shown South African secondary students have consistently been shown to perform poorly in this regard. In order to try to address this issue, a proposed solution is through the use of IT (Information Technology) to provide individualized instruction in these subjects using a multi-media platform. Some advantages of using IT for instruction is that it provides better differentiation of instruction that can be tailored to an individual's learning style and enables students to take charge of their own learning. This IT solution, with the research conducted therein, was provided through a privately-funded interventionist program for Grade 11 students who attend IT-aided classes in mathematics, English, and physics for six hours every week at a university of technology. In this paper, we determine the effects of this program in terms of their school final subject Grade 11 grades relative to their school Grade 10 baseline.
机译：工程教育中最突出的问题之一是在高中阶段对准工程专业的学生进行数学，物理和英语学科的适当准备。南非在这方面尤为不利，因为国际评估显示，南非中学生在这方面一直表现不佳。为了尝试解决此问题，提出的解决方案是通过使用IT平台（信息技术）使用多媒体平台在这些主题中提供个性化的说明。使用IT进行教学的一些优势在于，它可以更好地区分教学内容，从而可以根据个人的学习风格进行调整，并使学生能够掌控自己的学习。该IT解决方案以及其中进行的研究是通过私人资助的干预计划提供的，该计划为11年级的学生提供服务，这些学生每周在一所科技大学参加数学，英语和物理学的IT辅助课程，每周学习6个小时。在本文中，我们根据其学校最终学科11年级相对于其学校10年级基准来确定该计划的效果。

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