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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my-uthm-ep.48732022-02-06T20:42:01Z The effect of contextual teaching on cognitive and noncognitive learning construct among engineering students 2021-02 Md Kamaruddin, Nafisah @ Kamariah T Technology (General) LB1025-1050.75 Teaching (Principles and practice) 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. 2021-02 Thesis http://eprints.uthm.edu.my/4873/ http://eprints.uthm.edu.my/4873/1/24p%20NAFISAH%20%40%20KAMARIAH%20MD%20KAMARUDDIN.pdf text en public http://eprints.uthm.edu.my/4873/2/NAFISAH%20%40%20KAMARIAH%20MD%20KAMARUDDIN%20COPYRIGHT%20DECLARATION.pdf text en staffonly http://eprints.uthm.edu.my/4873/3/NAFISAH%20%40%20KAMARIAH%20MD%20KAMARUDDIN%20WATERMARK%20.pdf text en validuser phd doctoral Universiti Tun Hussein Malaysia Fakulti Pendidikan Teknikal dan Vokasional |
| institution |
Universiti Tun Hussein Onn Malaysia |
| collection |
UTHM Institutional Repository |
| language |
English English English |
| topic |
T Technology (General) LB1025-1050.75 Teaching (Principles and practice) |
| spellingShingle |
T Technology (General) LB1025-1050.75 Teaching (Principles and practice) Md Kamaruddin, Nafisah @ Kamariah The effect of contextual teaching on cognitive and noncognitive learning construct among engineering students |
| description |
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. |
| format |
Thesis |
| qualification_name |
Doctor of Philosophy (PhD.) |
| qualification_level |
Doctorate |
| author |
Md Kamaruddin, Nafisah @ Kamariah |
| author_facet |
Md Kamaruddin, Nafisah @ Kamariah |
| author_sort |
Md Kamaruddin, Nafisah @ Kamariah |
| title |
The effect of contextual teaching on cognitive and noncognitive learning construct among engineering students |
| title_short |
The effect of contextual teaching on cognitive and noncognitive learning construct among engineering students |
| title_full |
The effect of contextual teaching on cognitive and noncognitive learning construct among engineering students |
| title_fullStr |
The effect of contextual teaching on cognitive and noncognitive learning construct among engineering students |
| title_full_unstemmed |
The effect of contextual teaching on cognitive and noncognitive learning construct among engineering students |
| title_sort |
effect of contextual teaching on cognitive and noncognitive learning construct among engineering students |
| granting_institution |
Universiti Tun Hussein Malaysia |
| granting_department |
Fakulti Pendidikan Teknikal dan Vokasional |
| publishDate |
2021 |
| url |
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 |
| _version_ |
1747831057836670976 |