Abstract
Students' active participation in-class activities such as group discussion, problem-solving and making decision might be associated with several predictors including previous experiences, knowledge, confidence, and gender. The purpose of this study was identifying the attitudes and motivation level towards student-centred learning approaches, including analysis based on gender. The sample is comprised of 299 engineering students (civil, electrical and mechanical engineering) from one of the higher education institutions in southern of peninsular of Malaysia. The instrument, a set of questionnaire comprised of three parts was used to collect the data; namely, part A demographic information, part B students attitude toward student centred learning, and part C, students motivation toward learning in students centred learning. The data were analysed using frequency, mean score, and standard deviation, as well as t-test. The result indicated a high score on attitude (M=3.95; SD=0.49) and motivation (M=4.16; SD=0.46) level in participating in student-centred learning activities. Also, there is no significant difference between gender for students' attitude and motivation to participate in student-centred learning activities. The implication is that student-centred learning activity implementation can be designed to emphasize on attitude and motivation factors, without considering gender factor to achieve active participation and effective learning.
Highlights
Learning effectiveness is associated with many predictors, including teaching and learning approaches, especially on students’ attitude and motivation
The results showed that the overall mean score for students’ motivation level toward student-centred learning activities is at a high level, as shown in the Table 2
Students’ active participation in class activities such as group discussion, problem-solving and making decision might be associated with several predictors, especially for engineering students including previous experiences, knowledge, confidence, and family background and gender factors
Summary
Learning effectiveness is associated with many predictors, including teaching and learning approaches, especially on students’ attitude and motivation. In line with the industrial revolution 4.0, students’ active participation in learning seems vital to develop their own competency on particular skills, and it is in line with the government’s initiatives to emphasize on technical and vocational education training (TVET). This training aims to produce engineering students’ capacity to build their own technical expertise, critical thinking, and good communication skills that bring real-world learning opportunities into the classroom as a pedagogical approach, which has the potential to enhance the development of students’ generic skills (Pavlova & Chen, 2019)
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