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Problem-based learning in calculus course: Perception, engagement and performance

Calculus is an important subject for science and engineering students but phenomenally it is abstract, difficult and highly boring. Hence, problem-based learning (PBL) which adopted a student-centered and active learning approach can be used to improve students' participation, interests and per...

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Main Authors:	Mokhtar M.Z., Tarmizi M.A.A., Tarmizi R.A., Ayub A.F.M.
Other Authors:	36544184200
Format:	Conference paper
Published:	2023
Subjects:	Calculus Education technology Engagement in learning Performance Problem based learning Calculations Problem solving Rating Students Teaching Technical presentations Engineering education
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id	my.uniten.dspace-30547
record_format	dspace
spelling	my.uniten.dspace-305472023-12-29T15:49:17Z Problem-based learning in calculus course: Perception, engagement and performance Mokhtar M.Z. Tarmizi M.A.A. Tarmizi R.A. Ayub A.F.M. 36544184200 36544321100 24464634000 7003656130 Calculus Education technology Engagement in learning Performance Problem based learning Calculations Problem solving Rating Students Teaching Technical presentations Calculus Education technology Engagement in learning Performance Problem based learning Engineering education Calculus is an important subject for science and engineering students but phenomenally it is abstract, difficult and highly boring. Hence, problem-based learning (PBL) which adopted a student-centered and active learning approach can be used to improve students' participation, interests and performance in learning of calculus. This study is designed to investigate: (1) student's perception about PBL approach in calculus; (2) student's engagement during the acquisition of understanding of calculus and; (3) student's performance as a result of PBL learning experience. A group of 24 Foundation Year students was randomly selected to undergo the PBL approach in Basic Calculus course. A rubric-scoring assessment was used to evaluate students engagement level, a questionnaire with open ended question was used to assess students' perception of PBL learning, and a post-test to measure students' performance after undergoing PBL approach. This pedagogical approach has made the teaching and learning of calculus more interesting and effective. It is also able to develop the potential of individuals to be more creative, critical in their thinking and effective in problem solving. Final 2023-12-29T07:49:16Z 2023-12-29T07:49:16Z 2010 Conference paper 2-s2.0-79958755332 https://www.scopus.com/inward/record.uri?eid=2-s2.0-79958755332&partnerID=40&md5=57e10508f4c2b422f0f3633f3997e262 https://irepository.uniten.edu.my/handle/123456789/30547 21 25 Scopus
institution	Universiti Tenaga Nasional
building	UNITEN Library
collection	Institutional Repository
continent	Asia
country	Malaysia
content_provider	Universiti Tenaga Nasional
content_source	UNITEN Institutional Repository
url_provider	http://dspace.uniten.edu.my/
topic	Calculus Education technology Engagement in learning Performance Problem based learning Calculations Problem solving Rating Students Teaching Technical presentations Calculus Education technology Engagement in learning Performance Problem based learning Engineering education
spellingShingle	Calculus Education technology Engagement in learning Performance Problem based learning Calculations Problem solving Rating Students Teaching Technical presentations Calculus Education technology Engagement in learning Performance Problem based learning Engineering education Mokhtar M.Z. Tarmizi M.A.A. Tarmizi R.A. Ayub A.F.M. Problem-based learning in calculus course: Perception, engagement and performance
description	Calculus is an important subject for science and engineering students but phenomenally it is abstract, difficult and highly boring. Hence, problem-based learning (PBL) which adopted a student-centered and active learning approach can be used to improve students' participation, interests and performance in learning of calculus. This study is designed to investigate: (1) student's perception about PBL approach in calculus; (2) student's engagement during the acquisition of understanding of calculus and; (3) student's performance as a result of PBL learning experience. A group of 24 Foundation Year students was randomly selected to undergo the PBL approach in Basic Calculus course. A rubric-scoring assessment was used to evaluate students engagement level, a questionnaire with open ended question was used to assess students' perception of PBL learning, and a post-test to measure students' performance after undergoing PBL approach. This pedagogical approach has made the teaching and learning of calculus more interesting and effective. It is also able to develop the potential of individuals to be more creative, critical in their thinking and effective in problem solving.
author2	36544184200
author_facet	36544184200 Mokhtar M.Z. Tarmizi M.A.A. Tarmizi R.A. Ayub A.F.M.
format	Conference paper
author	Mokhtar M.Z. Tarmizi M.A.A. Tarmizi R.A. Ayub A.F.M.
author_sort	Mokhtar M.Z.
title	Problem-based learning in calculus course: Perception, engagement and performance
title_short	Problem-based learning in calculus course: Perception, engagement and performance
title_full	Problem-based learning in calculus course: Perception, engagement and performance
title_fullStr	Problem-based learning in calculus course: Perception, engagement and performance
title_full_unstemmed	Problem-based learning in calculus course: Perception, engagement and performance
title_sort	problem-based learning in calculus course: perception, engagement and performance
publishDate	2023
_version_	1806423229053534208
score	13.222552

Problem-based learning in calculus course: Perception, engagement and performance

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