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Active learning approach for Engineering Mathematics 3 course to encourage student's motivation

The process of encouraging of learning needs support from an educational environment. Engineering Mathematics is a compulsory course and an essential requirement for civil engineering students in polytechnic. In order to achieve content mastery, an active learning approach needs to be applied. Featu...

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Main Authors: Ismail, Norhafizah, Wan Ali, Wan Zah, Md. Yunus, Aida Suraya, Mohd Ayub, Ahmad Fauzi
Format: Conference or Workshop Item
Language:English
Published: Faculty of Educational Studies, Universiti Putra Malaysia 2015
Online Access:http://psasir.upm.edu.my/id/eprint/66338/1/ICERP2015-8.pdf
http://psasir.upm.edu.my/id/eprint/66338/
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spelling my.upm.eprints.663382019-02-13T06:28:45Z http://psasir.upm.edu.my/id/eprint/66338/ Active learning approach for Engineering Mathematics 3 course to encourage student's motivation Ismail, Norhafizah Wan Ali, Wan Zah Md. Yunus, Aida Suraya Mohd Ayub, Ahmad Fauzi The process of encouraging of learning needs support from an educational environment. Engineering Mathematics is a compulsory course and an essential requirement for civil engineering students in polytechnic. In order to achieve content mastery, an active learning approach needs to be applied. Features such as role-playing, mastery learning, case studies, cooperative learning and problem solving exercises are vital. The main aim of this paper is to determine students’ acceptance of active learning, relationship between role playing and students’ motivation, and to identify the most challenging chapter in the Engineering Mathematics 3 (BA301) course. The Pearson correlation of two variables is used to analyse 80 respondents’ questionnaires. It comprises the two groups (DKA 3B and DKA 3C) of the third semester (June 2012) students of Civil Engineering at a polytechnic in Merlimau, Melaka. The sample selection is based on the engineering students enrolling in the Engineering Mathematics 3. The findings indicate the existence of a significant relationship between role playing and students’ motivation with correlation, r=0.6159. The most challenging chapter was related to the Numerical Method. It shows that while learning a challenging chapter, the facilitators or instructors need to apply active learning strategies to support the effectiveness of teaching and learning process. Hence, the motivational spirit apparently should be encouraged. Faculty of Educational Studies, Universiti Putra Malaysia 2015 Conference or Workshop Item PeerReviewed text en http://psasir.upm.edu.my/id/eprint/66338/1/ICERP2015-8.pdf Ismail, Norhafizah and Wan Ali, Wan Zah and Md. Yunus, Aida Suraya and Mohd Ayub, Ahmad Fauzi (2015) Active learning approach for Engineering Mathematics 3 course to encourage student's motivation. In: 3rd International Conference on Educational Research and Practice (ICERP 2015), 25-26 Aug. 2015, The Everly, Putrajaya. (pp. 107-121).
institution Universiti Putra Malaysia
building UPM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Putra Malaysia
content_source UPM Institutional Repository
url_provider http://psasir.upm.edu.my/
language English
description The process of encouraging of learning needs support from an educational environment. Engineering Mathematics is a compulsory course and an essential requirement for civil engineering students in polytechnic. In order to achieve content mastery, an active learning approach needs to be applied. Features such as role-playing, mastery learning, case studies, cooperative learning and problem solving exercises are vital. The main aim of this paper is to determine students’ acceptance of active learning, relationship between role playing and students’ motivation, and to identify the most challenging chapter in the Engineering Mathematics 3 (BA301) course. The Pearson correlation of two variables is used to analyse 80 respondents’ questionnaires. It comprises the two groups (DKA 3B and DKA 3C) of the third semester (June 2012) students of Civil Engineering at a polytechnic in Merlimau, Melaka. The sample selection is based on the engineering students enrolling in the Engineering Mathematics 3. The findings indicate the existence of a significant relationship between role playing and students’ motivation with correlation, r=0.6159. The most challenging chapter was related to the Numerical Method. It shows that while learning a challenging chapter, the facilitators or instructors need to apply active learning strategies to support the effectiveness of teaching and learning process. Hence, the motivational spirit apparently should be encouraged.
format Conference or Workshop Item
author Ismail, Norhafizah
Wan Ali, Wan Zah
Md. Yunus, Aida Suraya
Mohd Ayub, Ahmad Fauzi
spellingShingle Ismail, Norhafizah
Wan Ali, Wan Zah
Md. Yunus, Aida Suraya
Mohd Ayub, Ahmad Fauzi
Active learning approach for Engineering Mathematics 3 course to encourage student's motivation
author_facet Ismail, Norhafizah
Wan Ali, Wan Zah
Md. Yunus, Aida Suraya
Mohd Ayub, Ahmad Fauzi
author_sort Ismail, Norhafizah
title Active learning approach for Engineering Mathematics 3 course to encourage student's motivation
title_short Active learning approach for Engineering Mathematics 3 course to encourage student's motivation
title_full Active learning approach for Engineering Mathematics 3 course to encourage student's motivation
title_fullStr Active learning approach for Engineering Mathematics 3 course to encourage student's motivation
title_full_unstemmed Active learning approach for Engineering Mathematics 3 course to encourage student's motivation
title_sort active learning approach for engineering mathematics 3 course to encourage student's motivation
publisher Faculty of Educational Studies, Universiti Putra Malaysia
publishDate 2015
url http://psasir.upm.edu.my/id/eprint/66338/1/ICERP2015-8.pdf
http://psasir.upm.edu.my/id/eprint/66338/
_version_ 1643838577014996992
score 13.211869

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