Comparison between Level of Students' Responses toward Cooperative Learning in Mathematics Engineering Courses at UKM

摘要

Mathematics is a crucial language in all engineering courses and researches where mathematical modeling, manipulation and simulation are used extensively. But Engineering Mathematics courses are regarded as uninteresting and difficult courses in engineering curriculum. This is reflected in engineering students' performance at the end of each semester for these courses. This paper presents the implementation of cooperative learning at Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM); which aims at introducing an innovative teaching and learning methodology. It is emphasized the use of cooperative learning (CL) as an alternative technique in order to enhance learning in Engineering Mathematics courses. In implementing CL in the teaching and learning of Engineering Mathematics courses, it is important to have a better understanding on students' reflection on CL; which is a key component in the development of learning and teaching process and also students' generics skills. This paper emphasized on the individual students' respond toward CL activities and how they coping with free-rider in Engineering Mathematics courses. A set of Likert scale questionnaires was given to two groups of students from two difference courses at FKAB, UKM; Engineering Mathematics I: Vector Calculus (consist of 41 year one students) and Engineering Mathematics III: Differential Equation (consists of 60 year two students); and the data were analyzed, rank and compared. Data ranking was used to show differences in the views of year one and year two students on their respond toward CL activities and coping with free-rider. Data shows that students' respond positively toward CL and development of teamwork skills shown while attending to the free-rider issues. Thus, this learning method do helped engineering students to understand better in their learning process and enhance their generic skills, in which it assisted to increase their interest toward the learning of Engineering Mathematics courses.