Flipped Classroom and Task-Based Learning Approach Teaching Strategies in Engineering Students Focusing in Electromagnetic Theory Course
Abstract
Nowadays, conventional teaching methods are gradually evolving into innovative teaching and learning techniques to enhance student engagement and understanding in the classroom/ during lecture. The choice of teaching strategies depends on the course requirements and the lecturer’s approach. In Engineering courses, Electromagnetic Theory (EMT) is widely known as a challenging subject that requires a strong foundation in calculus and algebra. This course is the core course for second-year undergraduates in the Electronic and Electrical Engineering program in Universiti Malaysia Sarawak (UNIMAS). Every semester, EMT poses significant difficulties for students with weak mathematical backgrounds, often leading to low grades or course failures. The course assessment is structured as: 20% for assignments, 30% for tests, and 50% for the final exam. To address the high failure rate, the flipped classroom approach and task-based learning were introduced and implemented. This method reverses the conventional teaching model by providing students with instructional materials—such as pre-recorded lectures, reading assignments, and interactive modules—before attending class. The e-Learning Enrichment and Advancement Platform (eLEAP) is used to serve as the primary learning management system, delivering course materials to students in preparation for in-class activities. This approach fosters active learning and encourages students to take greater responsibility for this class. This research was conducted over three different semesters: 2019/2020 (conventional teaching), 2021/2022 (first implementation), and 2023/2024 (second implementation), with student enrolments of 94, 110, and 78, respectively. The findings indicate a significant improvement in students’ passing rate, increasing from 76.6% to 96.4%, along with a notable rise in the percentage of students achieving grade A, from 8.51% to 30.00%. A comprehensive analysis of the assessment results was carried out to evaluate the effectiveness of this approach.
References
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[3] Strayer, J. F. (2017). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system, Journal of Educational Computing Research, 55(8), 1137-1159.
[4] Van Alten, D. C.(2014). Student performance and perceptions of a flipped algebra classroom, International Journal of Science and Mathematics Education, 12(2), 275- 295.
[5] Mason, G., Shuman, T., & Cook, K. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.
[6] The VARK Questionnaire- How do you learn best, Available at : https://vark-learn.com/the-vark-questionnaire/
[7] Makice, K. (April 2012). Flipping the classroom requires more than video. Retrieved from http:// www.wired.com/geekdad/2012/04/flipping-the-classroom/
[8] Croft, A., & Ward, J. A. (2001). Modern and Interactive Approach to Learning Engineering Mathematics, British Journal of Educational Technology, vol.32, no.2, pp 195-207
[9] Dyson F.J. (2007). Why is Maxwell’s Theory so hard to understand? The Second European Conference on Antennas and Propagatioan, EuCAP, Edinburgh.
[10] Mohammad I.H., Preetha R., Naik S. N., Panaskar H.C. & Das A.M. (2023). Assessing the effectiveness of flipped classroom strategy on student performance, Eur. Chem. Bull. 2023, 12 (Special Issue 8), 2883-2896.
Authors
[1]
“Flipped Classroom and Task-Based Learning Approach Teaching Strategies in Engineering Students Focusing in Electromagnetic Theory Course”, Soc. sci. humanities j., vol. 9, no. 04, pp. 7470–7476, Apr. 2025, doi: 10.18535/sshj.v9i04.1770.
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