Use of WIT and Active Learning Techniques to Mitigate Engineering Students’ Resistance to Learning Economics

Use of WIT and Active Learning Techniques to Mitigate Engineering Students’ Resistance to Learning Economics

연구 분야: Analysis

학회: International Conference on Work Integrated Learning

This paper deals with the successful implementation of why am I teaching and what am I teaching (WIT) along with various active learning techniques in the course of Engineering Economics and Accountancy offered in the II B.Tech II Semester for engineering students. The various active learning techniques like Concept Maps, Mind Maps, Flipped Classroom, Case Studies, Think-Pair-Share, etc., were used to mitigate the students’ resistance to learning Economics and Accountancy paper. A sample of 144 students’ Mid-term 1 was compared to Mid-term 2 marks to find out if there was any difference in marks before and after the implementation of WIT and active learning techniques. Using the SPSS 21.0 software package, the paired T-test was computed. The p-value was approximately 0 which is less than 0.05, and the null hypothesis ( ) is rejected. There was a drastic level of change in student engagement and academic success of engineering students after the implementation of active learning techniques when compared to traditional teaching.