The Impact of the Intensive Learning Model on Academic Achievement in Mathematics Courses Among Engineering Students
Bibliographic Data
| ID | 22048068 |
|---|---|
| Authors | Hadas Levi Gamlieli (Shenkar College of Engineering and Design), Ronen Porat (0009-0003-9369-4733, Shenkar College of Engineering and Design, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 4 |
| Pages | 630 |
| Publication date | 2026-04-15 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16040630 |
| OpenAlex | W7154469192 |
| Language | EN |
| References cited | 27 |
This study examined the effectiveness of an intensive learning model in core mathematics courses within engineering education. The model restructures the academic semester so that students study one course at a time in concentrated learning blocks, rather than studying several courses in parallel, with the aim of improving academic achievement and student engagement in engineering mathematics courses. The research employed a quantitative, quasi-experimental, longitudinal design and included 66 undergraduate engineering students who completed three mathematics courses: Linear Algebra, Calculus II, and Differential Equations. Academic performance and learning behavior data were analyzed using mixed-design ANOVA, multiple linear regression, and MANOVA analyses. The findings indicate that students who studied under the intensive learning model achieved significantly higher final grades compared with students in the traditional parallel-course structure. Engagement variables emerged as strong predictors of academic success, particularly class attendance and assignment submission. Academic performance remained stable across the three mathematics courses, and prior academic background variables did not significantly predict achievement. Overall, the results suggest that restructuring mathematics instruction into intensive learning blocks may enhance student engagement and academic performance in demanding quantitative courses, thereby supporting student success and persistence in engineering education
Academic achievement · Academic year · Attendance · Coursework · Engineering education · Multivariate analysis of variance · Restructuring · Student engagement · Innovations in Educational Methods · Innovative Teaching Methods · Mathematics Education and Programs
The Acquisition and Retention of Knowledge
Gender Similarities Characterize Math Performance
Replication and Analysis of Ebbinghaus’ Forgetting Curve
Cognitive Load Measurement as a Means to Advance Cognitive Load Theory
Women 1.5 Times More Likely to Leave STEM Pipeline after Calculus Compared to Men
Class Attendance in College
Cognitive Load During Problem Solving
Cognitive Architecture and Instructional Design
Enhancing Spatial Ability
Enhancing Spatial Ability among Undergraduate First-Year Engineering and Architecture Students
The Role of Spatial Ability in Academic Success
Women and science careers
Cross-national patterns of gender differences in mathematics
Framing student engagement in higher education
Introducing block mode to first-year university students
| Highly cited | No |
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