An affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students
Promoting students’ engagement has been of great interest to engineering educators as it is associated with better teaching and learning effectiveness. However, students’ engagement is a multifaceted construct comprising the cognitive, affective, and behavioural aspect of engagements which makes it...
Saved in:
Main Authors: | , , , |
---|---|
Format: | Article |
Language: | English |
Published: |
2015
|
Subjects: | |
Online Access: | http://eprints.uthm.edu.my/5686/1/AJ%202015%20%2821%29.pdf http://eprints.uthm.edu.my/5686/ https://doi.org/10.11120/ened.2013.00011 |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
my.uthm.eprints.5686 |
---|---|
record_format |
eprints |
spelling |
my.uthm.eprints.56862022-01-20T06:23:03Z http://eprints.uthm.edu.my/5686/ An affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students Kesot, Mohd Jahaya Akasah, Zainal Abidin Alias, Maizam Lashari, Tahira Anwar TA Engineering (General). Civil engineering (General) LB1025-1050.75 Teaching (Principles and practice) Promoting students’ engagement has been of great interest to engineering educators as it is associated with better teaching and learning effectiveness. However, students’ engagement is a multifaceted construct comprising the cognitive, affective, and behavioural aspect of engagements which makes it difficult to get a holistic measure of it. Thus, the behavioural engagement alone is often measured as it enables the researcher to investigate outcomes ‘in-action’ and evaluate the individuals’ ability at high-order thinking. The aim of this study is to explore the effect of an integrated affective-cognitive teaching and learning approach on behavioural engagements. The study utilized the quasi-experimental design method with pre- and post-test. The experimental group (n = 36) was taught a course on mechanics of material using the integrated approach while the control group (n = 34) was taught the same course using the conventional method. The results indicate that the integrated affective-cognitive learning approach promotes some types of positive behavioural engagement while suppressing other types of negative engagements. Thus, it was concluded that the integrated teaching and learning approach is effective in promoting positive behavioural engagements among engineering students. 2015 Article PeerReviewed text en http://eprints.uthm.edu.my/5686/1/AJ%202015%20%2821%29.pdf Kesot, Mohd Jahaya and Akasah, Zainal Abidin and Alias, Maizam and Lashari, Tahira Anwar (2015) An affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students. Engineering Education A Journal of the Higher Education Academy, 8 (2). pp. 65-76. ISSN 1750-0052 https://doi.org/10.11120/ened.2013.00011 |
institution |
Universiti Tun Hussein Onn Malaysia |
building |
UTHM Library |
collection |
Institutional Repository |
continent |
Asia |
country |
Malaysia |
content_provider |
Universiti Tun Hussein Onn Malaysia |
content_source |
UTHM Institutional Repository |
url_provider |
http://eprints.uthm.edu.my/ |
language |
English |
topic |
TA Engineering (General). Civil engineering (General) LB1025-1050.75 Teaching (Principles and practice) |
spellingShingle |
TA Engineering (General). Civil engineering (General) LB1025-1050.75 Teaching (Principles and practice) Kesot, Mohd Jahaya Akasah, Zainal Abidin Alias, Maizam Lashari, Tahira Anwar An affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students |
description |
Promoting students’ engagement has been of great interest to engineering educators as it is associated with better teaching and learning effectiveness. However, students’ engagement is a multifaceted construct comprising the cognitive, affective, and behavioural aspect of engagements which makes it difficult to get a holistic measure of it. Thus, the behavioural engagement alone is often measured as it enables the researcher to investigate outcomes ‘in-action’ and evaluate the individuals’ ability at high-order thinking. The aim of this study is to explore the effect of an integrated affective-cognitive teaching and learning approach on behavioural engagements. The study utilized the quasi-experimental design method with pre- and post-test. The experimental group (n = 36) was taught a course on mechanics of material using the integrated approach while the control group (n = 34) was taught the same course using the conventional method. The results indicate that the integrated affective-cognitive learning approach promotes some types of positive behavioural engagement while suppressing other types of negative engagements. Thus, it was concluded that the integrated teaching and learning approach is effective in promoting positive behavioural engagements among engineering students. |
format |
Article |
author |
Kesot, Mohd Jahaya Akasah, Zainal Abidin Alias, Maizam Lashari, Tahira Anwar |
author_facet |
Kesot, Mohd Jahaya Akasah, Zainal Abidin Alias, Maizam Lashari, Tahira Anwar |
author_sort |
Kesot, Mohd Jahaya |
title |
An affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students |
title_short |
An affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students |
title_full |
An affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students |
title_fullStr |
An affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students |
title_full_unstemmed |
An affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students |
title_sort |
affective-cognitive teaching and learning approach for enhanced behavioural engagements among engineering students |
publishDate |
2015 |
url |
http://eprints.uthm.edu.my/5686/1/AJ%202015%20%2821%29.pdf http://eprints.uthm.edu.my/5686/ https://doi.org/10.11120/ened.2013.00011 |
_version_ |
1738581405286268928 |
score |
13.160551 |