Abstract
Utilization of BLOSSOMS Thermodynamics Energy Conversion video to properly incorporate active learning techniques had been shown to increase the students’ performance in learning introductory Thermodynamics topics. In this study, the effectiveness of using BLOSSOMS Thermodynamics Energy Conver-sion video towards students’ learning in a classroom when adopted by lecturers who is not trained in active learning is investigated. Two groups of undergraduate engineering students from a control class and a treatment class were involved in this study. The students from the treatment class were taught by a lecturer using the BLOSSOMS Thermodynamics Energy Conversion video, while the students from control class underwent conventional lecture style. The students were given pre and post inventory tests and their results were analysed using SPSS. It was found that BLOSSOMS Thermodynamics Energy Conversion video without the proper implementation of active learning technique does not have a significant ef-fect on the individual learning gain of the inventory test among students. The uti-lization of the video could be more effective if the instructor is well-trained in ac-tive learning techniques.
Highlights
1.1 Background of studyThermodynamics is known as one of the toughest fundamental subjects in engineering courses
The students scored 39.38% and 47% in the inventory test for control and treatment class respectively. They scored 44.69% and 52.87% respectively, making the developed knowledge are 5.31% for control class and 5.87% for treatment class. This indicates that the students in treatment class has developed knowledge slightly higher than the control class
Students in treatment class scored slightly higher in the post-test than the control class, but they had scored slightly higher in the pre-test. These results show that at the end of the class, the treatment group have a better understanding of the Introduction to Thermodynamics topic, which could be influenced by the higher percentage of high achieving students in the treatment class compared to the control class
Summary
1.1 Background of studyThermodynamics is known as one of the toughest fundamental subjects in engineering courses. Various computer or multimedia applications have been developed to address the difficulty in learning thermodynamics [1]. They are preferred as they are more flexible where illustrative animaiJET ‒ Vol 14, No 24, 2019. To develop students’ thinking in the 21st Century, students must be educated using the student-centered approach [5]. Active learning has been shown to enhance learning among students [5, 6]. Active learning can be twice as effective as lecturing if it is properly implemented [8]. The integration of the right implementation of active learning and technology could be effective in students learning, especially for tough courses
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