Case Study of Implementation of Active-Cooperative Learning Approaches Introduced through a Faculty Development Orogramme and their Effects on the Pass Percentage of Undergraduate Engineering Students
Publication details: Pune Engineering Education Foundation 2021Edition: Vol.34(3), JanuaryDescription: 25-29pSubject(s): In: Journal of engineering education transformationsSummary: It Is conventionally believed that good academic results of the institutions can be accomplished if there are more subject experts. But it is also a reality that while teacher may not know the learning behaviour of student themselves do not know in what way they should study to get good marks. This paper describes how classroom implementation of cooperative learning practices by a faculty member after a faculty training programme affected the pass percentage of second and fourth year undergraduate engineering student in an autonomous engineering college.| Item type | Current library | Status | Barcode | |
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Articles Abstract Database
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School of Engineering & Technology Archieval Section | Not for loan | 2022-0158 |
It Is conventionally believed that good academic results of the institutions can be accomplished if there are more subject experts. But it is also a reality that while teacher may not know the learning behaviour of student themselves do not know in what way they should study to get good marks. This paper describes how classroom implementation of cooperative learning practices by a faculty member after a faculty training programme affected the pass percentage of second and fourth year undergraduate engineering student in an autonomous engineering college.
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