FACTORS THAT SUPPORT ENGINEERING STUDENTS' LEARNING IN SCIENCES

Students support is important and essential component of an effective learning process in higher education. The diversity of student needs in itself raises questions about the nature of student support and the best ways to provide this [1]. According to the research of Pt. Sundarlal Sharma Open University, teacher support and locale play important role in academic achievement of the student [2]. The autonomy in students' day-to-day activities and positive and supportive relationships with their peers are linked to the teacher emotional support [3]. The aim of the article is to address the factors that have supported engineering students in learning sciences. The article is based on the results of qualitative feedback questionnaires of subjects Mathematics and Text and Data Analysis. The collected data was analysed using constant comparative analysis. The article explains how the learning process was organized for students of engineering curricula. As a result of the students' feedback analysis, pedagogical and personal factors appeared. The most emphasized factors by students were pedagogical factors (meaningful online support for students, precise and continuous feedback, effective organisation of classes and motivational assessment system). Pedagogical factors were followed by personal factors (teacher's personal traits, teacher's competencies and student's mindset). According to the learners, these factors influenced their motivation and coping with subject courses the most. Findings could provide useful information for those who wish to develop educational practices to improve students' academic achievement. The results obtained are used in the international Erasmus+ project EngiMath to create a shared interface for engineering mathematics with support for procedural understanding, conceptual understanding, and application understanding, encompassed within an integrated environment of authentic learning and assessment.