000			a
999			_c10149 _d10149
003			OSt
005			20220721154857.0
008			191120b xxu||||| |||| 00| 0 eng d
040			_aAIKTC-KRRC _cAIKTC-KRRC
100			_910584 _aNallakukkala, Sirisha
245			_aImpact of Integrating Self-Study Module in Chemical Engineering Course
250			_aVol.32(2), Oct
260			_aPune _bEngineering Education Foundation _c2018
300			_a82-89p.
520			_aIn the current day method of instruction contextual education is the unique method to express learners the concepts that are being trained in a subject domain to physical industrial problems. Students are open to real-life problems to assimilate and increase the knowledge proficiencies from multidisciplinary developments that can enhance their engineering awareness talents, ability to work in diverse team. On other hand through self-study teacher gain deeper understanding of how to nurture motivation technique of teaching in classroom. Assessing students on basis of their critical thinking, creativity, attitude towards task, and approach towards the solution of engineering problem play a critical role in motivational technique of teaching learning process. Motivation derives from quantifying the students learning. This paper compares attainment of program outcomes (POs) and Course outcomes (COs) for comprehensive course with and without incorporating self-study module. Finally it is found that more percentage of outcome is achieved through implementation of self-study programme. The main findings from the self-study showed progressive outcomes regarding learning, organizing, time disbursed in the laboratory, creative thinking and student insight.
650		0	_94642 _aHumanities and Applied Sciences
700			_910585 _aSiddiqui, Shabnam
773	0		_dSangli Rajarambapu Institute Of Technology _x2349-2473 _tJournal of engineering education transformations
856			_uhttp://www.journaleet.org/index.php/jeet/article/view/139507 _yClick here
942			_2ddc _cAR