The effect of contextual teaching on cognitive and noncognitive learning construct among engineering students
In universities, most engineering students have difficulty in understanding the statistics concepts and cannot relate the learning in class to the real world or engineering world. Contextual teaching and learning based on the constructivism theory that students are active learners who construct...
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| Format: | Thesis |
| Language: | English English English |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://eprints.uthm.edu.my/4873/1/24p%20NAFISAH%20%40%20KAMARIAH%20MD%20KAMARUDDIN.pdf http://eprints.uthm.edu.my/4873/2/NAFISAH%20%40%20KAMARIAH%20MD%20KAMARUDDIN%20COPYRIGHT%20DECLARATION.pdf http://eprints.uthm.edu.my/4873/3/NAFISAH%20%40%20KAMARIAH%20MD%20KAMARUDDIN%20WATERMARK%20.pdf http://eprints.uthm.edu.my/4873/ |
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| Summary: | In universities, most engineering students have difficulty in understanding the statistics
concepts and cannot relate the learning in class to the real world or engineering world.
Contextual teaching and learning based on the constructivism theory that students are
active learners who construct their own knowledge based on real life situations. Thus,
this research was done to determine the dominant learning style and to investigate the
effect of contextual learning on cognitive aspect which is the statistics achievement
and on non-cognitive aspect which are approaches to learning and motivation, among
university engineering students. In this study, four Solomon's groups were used for
Quasi-experimental designs. All year two diploma-engineering students at UTHM
from semester 2 session 2016/2017 were involved in this study: 268 civil, electrical
and mechanical students. The four groups in this study consist of group 1 contextual
with pre-test (G1 CTL Pre), group 2 non-contextual with pre-test (G2 NCTL Pre),
group 3 contextual without pre-test (G3 CTL) and group 4 non-contextual without pretest
(G4 NCTL). Majority of the students are Malay male students. Each group
consisted of civil, electrical and mechanical engineering students. There was no
interaction between these groups as there was no significant difference between pretest
and
post-test
at
a
significance
level
of
.05
(
P
=
.57).
From
the
Post-test,
questions
on
the problem solving for non-contextual and contextual, there was no significant
difference between the groups. However, on the problem solving application of
statistics, there was significant difference between the contextual and non-contextual
groups. There was no significant difference between Motivation: Extrinsic, Control
Belief, Task Value, Test Anxiety among the groups. However, there is significant
difference between Motivation: Intrinsic and Self-efficacy among the groups. From
the total marks of the Post-test, the contextual groups performed better than the noncontextual
group. From the interviews, majority of non-contextual and contextual
agreed that contextual video are able to explain how statistics were used in real-life
situations. In conclusion, this study shows that the teaching and learning statistics
contextually is effective to the engineering students where majority of them were
Auditory Digital and using Deep Approach. |
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