The effect of contextual teaching on cognitive and non-cognitive learning construct among engineering students

• Main Author: Md Kamaruddin, Nafisah @ Kamariah
• Format: Thesis
• Language: English; English; English
• Published: 2021
• Subjects: T Technology (General); LB2331.7-2335.8 Teaching personnel
• Online Access: http://eprints.uthm.edu.my/4871/1/24p%20NAFISAH%20%40%20KAMARIAH%20MD%20KAMARUDDIN.pdf; http://eprints.uthm.edu.my/4871/2/NAFISAH%20%40%20KAMARIAH%20MD%20KAMARUDDIN%20COPYRIGHT%20DECLARATION.pdf; http://eprints.uthm.edu.my/4871/3/NAFISAH%20%40%20KAMARIAH%20MD%20KAMARUDDIN%20WATERMARK%20.pdf; http://eprints.uthm.edu.my/4871/

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.