Comparing the Effect of Lecture and Cooperative Learning Teaching Strategies in Signals & Systems Course

Abstract

Cooperative learning teaching strategies structures students into groups which every member has their own role and task for the group to attain. Therefore, this learning strategies involve all the students in the class and can increase students’ engagement during the class. The aim of this study is to investigate the performance of the students by comparing lecture and cooperative learning teaching strategies. The study was conducted from September to December 2018 on 23 students who enrolled in Signals & Systems course. The course has four Course Learning Outcomes (CLO). Lecture was conducted during delivering content of CLO1 whilst Jigsaw and Teams-Games-Tournaments were introduced in delivering content of CLO2-CLO4. The performance of the CLO was measured based on quiz, test and final examination. The result between CLO 1 and CLO2-4 was compared with students in 2017 which were experienced lecture and collaborative learning strategies only. In addition, CLOs performance was compared with other sections in 2018. Overall performance students who had experienced cooperative learning strategy is better compared to lecture learning strategies. In conclusion, cooperative learning strategies can be conducted in delivering theoretical course to improve the self-regulated learning among the students.