Izvorni znanstveni članak
https://doi.org/10.32728/mo.20.1.2025.01
Enhancing the Teaching of the Laplace Transform Through Honey and Mumford’s Learning Styles: A Case Study
Ivan Dražić
; Faculty of Engineering, University of Rijeka, Croatia
Valentino Marković
; Faculty of Engineering, University of Rijeka, Croatia
Sažetak
This study examines the learning style profiles of electrical engineering students using the Honey and Mumford Learning Styles Questionnaire (LSQ) and explores how these profiles may inform the teaching of the Laplace transform. Data were collected from 53 second-year undergraduate students enrolled in a mathematics course at the Faculty of Engineering, University of Rijeka. Several complementary statistical analyses were conducted, including descriptive analysis, Pareto analysis of combined learningstyle profiles, hierarchical cluster analysis, and correlation analysis. The results indicate that reflective learning tendencies are dominant within the observed cohort, frequently combined with theoretical and pragmatic orientations. Based on these findings, the study proposes pedagogical guidelines for teaching the Laplace transform that emphasise conceptual explanation, analytical reflection, and structured application. The results suggest that understanding the structure of students’ learning styles may support the development of more pedagogically coherent instructional strategies in engineering mathematics.
Ključne riječi
learning styles; Honey and Mumford; Laplace transform; engineering mathematics education; cluster analysis
Hrčak ID:
351912
URI
Datum izdavanja:
7.10.2026.
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