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The effect of integrated affective-cognitive learning approach on classroom behavioral engagement of engineering students

Lashari, Tahira Anwar and Alias, Maizam and Kesot, Mohd Jahaya and Akasah , Zainal Abidin (2012) The effect of integrated affective-cognitive learning approach on classroom behavioral engagement of engineering students. In: International Conference on Active Learning 2012 (ICAL 2012), 18-20 September 2012, UTeM Melaka, Malaysia.


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Students classroom engagement has been shown to be an indicator of active learning process which is important in ensuring learning. However, classroom engagement is a multifaceted construct that includes cognitive, affective, and behavioral aspect of engagements which makes it difficult to get a holistic measure of the construct. Thus, behavioral engagement alone has been often used to provide an indication of classroom engagement that represents the two aspects of engagement (positive/negative). Generating behavioral engagement that reflects affective engagement would require a teaching and learning approach that integrates affects and cognitive needs in the teaching and learning approach. Therefore, the purpose of this study is to get a better understanding on the impact of an integrated affective-cognitive learning approach on students‘ behavioral engagement during the learning process via observation. The proposed affective-cognitive learning approach integrates the affective and cognitive aspects of learning into teaching and learning activities. The study used quasi-experimental design method with a control group involving civil engineering diploma students. The experimental group (n=36) was taught mechanics of material using the proposed learning approach while the control group (n=34) was taught the same course using the conventional method. Results revealed that the experimental group was more engaged during class compared to the control group resulting in more of them submitting classroom tasks on time and less of them showing negative behavioral engagement such as yawning and sleeping in class.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: behavioral engagement; affective-cognitive learning approach; observation method
Subjects: L Education > LC Special aspects of education > LC0065 Social aspects of education
Divisions: Faculty of Technical and Vocational Education > Department of Professional Education
Depositing User: Normajihan Abd. Rahman
Date Deposited: 28 Mar 2013 03:52
Last Modified: 21 Jan 2015 08:21
URI: http://eprints.uthm.edu.my/id/eprint/3482
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