Comparative analysis on fundamental knowledge for civil engineering students in dynamics course through online engineering mechanics diagnostic test

Purpose This study evaluated the relationship between students' engineering mechanics diagnostic test results, which covered mathematics, physics and basic engineering (engineering statics) knowledge in their first year of university. Design/methodology/approach This study used Analysis of Variance (ANOVA). The study’s sample consisted of 305 first-year post-secondary engineering students. The trend of knowledge competency was studied by comparing the gender, entry-level and semester of the students. Findings The study’s results indicate that there is no significant difference in physics and basic engineering knowledge among male and female students. Furthermore, the findings indicate that each student from a different semester has distinct qualities or attributes in each category of questions, which are mathematics, physics and engineering statics. Originality/value The study provides compelling evidence supporting the use of diagnostic tests as a tool for assessing and predicting students' academic performance in engineering courses. It contributes to the limited body of research on the relationship between fundamental knowledge in mathematics, physics and engineering statics and student performance in engineering dynamics, underscoring the diagnostic test’s predictive validity.