Abstract—The paper presents the results of the research on
student success in the first year at Faculty of Transport
Engineering, University of Pardubice, Czech Republic. The
research focused on the issue of students and their academic
disposition as well as on the educational technologies used
within the framework of teaching mathematics in the first
semester at the university. The research included both full-time
and part-time students. During the semester, the students had
the opportunity to attend lectures, seminars and one additional
seminar. The available study aids were in the form of printed
textbooks supplemented by compact discs, which included video
recordings of the procedures used to solve the problems and
exercises discussed. Additionally, the video recording of the
current lecture was published using the university intranet after
every lecture. The research aimed to find out which educational
technologies are convenient for different groups of students and
how they affect the student attendance at lectures and seminars.
The research was conducted using a questionnaire. The
obtained data were statistically evaluated. The research proved
that full-time students use their notes from lectures and
especially from seminars to study. Part-time students use the
multimedia textbooks and the video recordings of lectures the
most. The publication of the lecture video recordings has a
slightly negative effect on the student attendance, but they are
beneficial for the majority of students.
Index Terms—Approaches to study, higher education, lecture
video recording, quantitative analyses, student attendance,
teaching mathematics.
The authors are with the Department of Informatics and Applied
Mathematics in Transport, Faculty of Transport Engineering, University of
Pardubice, Czech Republic (corresponding author: Jiří Kulička; e-mail:
jiri.kulicka@upce.cz).
Cite: Jiří Kulička, Vladimír Jehlička, and Ondřej Slavíček, "The Influence of Educational Technologies and Students‘ Academic Disposition on Their Study Success in the First Year at University," International Journal of Information and Education Technology vol. 12, no. 6, pp. 507-517, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).