English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In collegiate engineering curricula in the US, physics and mathematics are treated as foundational with all students taking physics and mathematics in both semesters of freshman year and additional mathematics courses in later semesters. Using academic data from the cohorts of students in introductory physics since 2009, we investigated the correlation between the performance of undergraduate engineering majors in introductory physics and mathematics courses and their performance in subsequent engineering courses. We find an interesting relationship between the best predictors of performance, advanced mathematics courses, and the physics sequence.

How do introductory physics and mathematics courses impact engineering students’ performance in subsequent engineering courses?