Which of two college courses you have taken more closely matched the ideal college experience and why - Essay Example

aw well but cannot write well; some are extremely good at analyzing graphs and statistics, but cannot interpret a simple event or story.’ From an educational perspective, all curricula have something to do with inculcating similar qualities focused on performing varied tasks of life well and bring about an overall intellectual development of the students. However, the difference in levels of learning and attitude towards learning is said to be governed by other hidden factors. Applying this concept to my learning experience as a student in college, I have been more inclined towards certain subjects and less towards the others.

For example, I always felt the learning obtained in mathematics course is supreme compared to the learning contained in the economics course. I had always achieved the best marks and a very good grade in mathematics than in any other subject. Somehow, I managed to get good grades in other subjects but not the best. My performance in Mathematics class had always been far better than in economics class. This won me many rewards and appreciations in mathematics class, unlike in the economics class.

In short, I enjoyed learning mathematics whereas learning economics was more of a compulsion. I considered mathematics class as an ‘ideal’ experience of learning. The reason for my inclination towards mathematics is linked to my self-concept about the subject as a whole, which makes me believe that I have all the qualities required for learning mathematics. I believe that I am good at problem solving, logical reasoning, conceptualizing, conducting hypothesis and research on unclear origins, all of which enhance my confidence in learning the course content.

Learning mathematics requires high degree of intelligence that is essential for a person to prosper. It involves analytical skills, logical as well as creative thinking, predicting and hypothetical reasoning. All of these lead to cumulative development of intellectual knowledge