Engineering Academics' Strategies of Teaching Mathematical Modelling in Antenna Theory and Design

The poor performance of electronics engineering students in modelling their mathematical concepts when learning a practical antenna theory & design course is of concern. Despite the fact that these future engineers have been taught major aspects of prerequisite mathematics, some still find it difficult to interpret and incorporate it in an antenna theory & design course. Possible reasons that contribute to conceptual difficulties have been traced to their inability to model and blend mathematical theories, concepts with systems’ applications, and also to the disjointedness and lack of explicit teaching and learning approaches implemented in some universities. In this regard, the study takes its point of departure that the modelling of mathematical theories and concepts with clear strategies still remain an important area for engineering educational research and implementation of updated pedagogy. This study critiques the current teaching strategies and competencies of mathematical modelling in an electronics engineering department. It focuses on how engineering academics teach mathematical modelling in prerequisite mathematical courses for preparation of antenna theory & design. A qualitative approach was adopted to get the naturalistic views of the engineering academics on the strategies of mathematical modelling they use in teaching. Existing mathematical modelling models formed the major theoretical framework that guided the study. The study reports the strategies that are commonly used by engineering academics teaching mathematical modelling in prerequisite mathematical courses related to an antenna theory & design course. The significant result of the study is a contextual and practical pedagogical mathematical model which can be implemented in teaching and learning antenna theory & design courses.