Journal of Engineering Education Transformations

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Performance Analysis of Conventional and Innovative Teaching Learning Methodologies in Engineering


Affiliations
1 Professor, Department of Electronics and Communication Engineering, Saveetha Engineering College, Chennai, India
     

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Imparting engineering education to millennial learners is a challenge for the educators. An innovative teaching method, namely, MILA (Multiple Interactive Learning Algorithm), was developed and implemented for an experimental set of learners of second year undergraduate learners of Electronics and Communication Engineering. The one-hour class session was broken into three twenty minutes sub sessions. Activity for each sub session was planned for effective learning. Revision period was included before the summative assessment. The performance of learners was assessed for a period of one semester, by way of Internal Assessments and End Semester Examination. The learners were observed to be very enthusiastic in learning and actively participated in the activities. The level of understanding the concepts improved which was evident in the end semester results. The learners who underwent conventional methods of teaching gave a pass percentage of 76.26, while the experimental set of learners gave a pass percentage of 84.03. Thus, proving the need for a paradigm shift.

Keywords

Multiple Interactive Learning Algorithm (MILA), Active Learning, T-Test.
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  • Performance Analysis of Conventional and Innovative Teaching Learning Methodologies in Engineering

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Authors

M. Selvi
Professor, Department of Electronics and Communication Engineering, Saveetha Engineering College, Chennai, India
C. Sheeba Joice
Professor, Department of Electronics and Communication Engineering, Saveetha Engineering College, Chennai, India

Abstract


Imparting engineering education to millennial learners is a challenge for the educators. An innovative teaching method, namely, MILA (Multiple Interactive Learning Algorithm), was developed and implemented for an experimental set of learners of second year undergraduate learners of Electronics and Communication Engineering. The one-hour class session was broken into three twenty minutes sub sessions. Activity for each sub session was planned for effective learning. Revision period was included before the summative assessment. The performance of learners was assessed for a period of one semester, by way of Internal Assessments and End Semester Examination. The learners were observed to be very enthusiastic in learning and actively participated in the activities. The level of understanding the concepts improved which was evident in the end semester results. The learners who underwent conventional methods of teaching gave a pass percentage of 76.26, while the experimental set of learners gave a pass percentage of 84.03. Thus, proving the need for a paradigm shift.

Keywords


Multiple Interactive Learning Algorithm (MILA), Active Learning, T-Test.

References