Competitive Learning as a Pedagogical Strategy: Educational Impact of a National-Level Mathematics Olympiad (NLMO) on Engineering Students

Abstract

Competitive learning has gained prominence as an effective pedagogical strategy for enhancing higher-order cognitive skills in engineering education. The National-Level Mathematics Olympiad (NLMO -2025) was designed to strengthen mathematical reasoning, analytical thinking, and problem-solving abilities among undergraduate engineering students in India. This study investigates the educational impact of the NLMO in addressing the gap between theoretical mathematical knowledge and its practical application in engineering contexts.
A mixed-methods research design was employed, combining survey data, semi-structured interviews, and performance analysis of 140 participants from 11 Indian states. The Olympiad was conducted in two progressive levels and assessed competencies across seven core mathematical domains using multiple-choice and problem-solving-based questions. Data analysis involved descriptive statistics, comparative analysis, and inferential methods, including independent samples t-tests and chi-square tests.
Results indicate that 87.14% of Level 1 participants qualified for Level 2. Survey findings reveal that 80% of participants reported improved analytical and critical thinking skills, 70% expressed renewed interest in mathematics, and 60% of Level 2 qualifiers perceived enhanced academic preparedness and career prospects. A statistically significant difference was observed between Level 1 (M = 74.2) and Level 2 (M = 79.4) mean scores (p < 0.001), along with a significant association between participation level and perceived skill enhancement (p = 0.007). The study concludes that national-level mathematics Olympiads serve as an effective competitive learning model for improving engagement, conceptual understanding, and career readiness in engineering education.