Norhayati Baharun

A Comparative Study of Problem-Based and Traditional Teaching in Computing Subjects

This study aimed to compare the impact of the problem-based (PBL) with the traditional teaching (TLA) approach on students’ academic performance and learning attitudes of computing subjects at the Kolej Profesional MARA Seri Iskandar (KPMSI), Perak, Malaysia. The participants of this study involved 74 students in the second semester of Foundation in Business (FIB 2) and third semester of Higher National Diploma (HND 3). A total of 40 students were allocated in PBL group while 34 students were allocated in TLA group. The participants were selected using a stratified random sampling technique. In this experimental design study, a quantitative method was employed using an adapted pretest and posttest as the research instrument which consists of 30 multiple choice items. Additionally, a structured survey was administered to the students after they are being exposed to a particular teaching method. Findings of the study showed that students instructed with problem-based approach significantly outperformed than those instructed with traditionally designed instruction. This study also suggests that there was a significant relationship between teaching methods and students’ academic performance. A significant relationship also found in students’ learning attitudes and academic performance where the feedback from the students indicated that items “learn from others” and “peer support” have an impact on their academic performance. No statistically significant relationship was found between teaching methods employed and the students’ learning attitudes. The findings from this study will provide educators with an alternative strategy for improving teaching and learning of computing subjects.

Use of CAOS Test in Introductory Statistics Subject

The purpose of this study was to examine the students’ basic statistical literacy and reasoning using a CAOS test (Comprehensive Assessment of Outcomes in Statistics from https://app.gen.umn.edu/artist/) at the University of Wollongong. For this reason, a case study was conducted involving samples taken from two cohorts of undergraduate students: 132 students in March/Autumn 2010 and 79 students in March/Autumn 2011 who enrolled in an Introductory Statistics subject (STAT131). A quantitative method was employed using the CAOS test as instrument in addition to the conventional assessments. Students were required to complete a CAOS pre-test (baseline) and post-test (end of session). This test was used as an external measure to assess the students’ basic statistical literacy and it generally represents as accepted measure of statistical literacy developed by statistics education researchers. The findings revealed that the students’ performance at the baseline (CAOS pre-test) and at the end of session (CAOS post-test) was identical between the two cohorts, 2010 and 2011. However particularly in their final marks, the 2011 cohort outperformed (p = 0.004) than those in 2010. This implied that some issues regarding its suitability, validity, and reliability will need to take into account when using the CAOS test as to measure students’ learning and understanding of statistics. The paper concludes with a discussion on the issues raised and followed by suggestions for further research.

“A” Maths Potential Program: A Case Study of Mathematical Learning Using Technology-Based Approach

Since the past two decades, it is evident that technological tools in assisting T&L practices has growth rapidly particularly in Malaysia higher education sector. To date, in the context of teaching mathematics for tertiary level students, it plays important role as most students are equipped with latest technology gadgets such as smart phones and tablets. Thus, it appears that technology-based T&L approach would be of benefits especially for students who are lacking of skills in mathematics. At the UiTM (Perak) in particular, the past records showed that there was an increase in failure rates over time in mathematics subjects. For this reason, a case study was conducted which involved 235 students who enrolled in Calculus 1 (MAT183). An interactive T&L approach has been implemented, that is, both human and technology-based supports (innovative Tablet PC teaching) were used as tools for teaching in November 2013 session. It was conducted throughout the session and hence, a quantitative method was employed via students’ feedback in survey as well as their final examination results. The findings showed that the interactive T&L approach was deemed to be useful for students’ learning of mathematics (more than 90 %) and the use of Tablet PC as teaching tool was highly regarded by students (at least two third). Moreover, there was a decline in failure rates particularly on students’ final examination results in November 2013 session (failure rates were recorded less than 25 %) compared to the past four semesters exam results. Consequently, this indicates that the interactive approach of T&L has been successful in helping students’ understanding and learning of mathematics.