Tutorials in Engineering Physics Using Cooperative Learning: A Reflective Introspection

Abstract

A class of 66 students (made in groups of 3 or 4) was introduced to solving tutorials in an engineering physics course using an in-class cooperative learning method. The perception of the students was obtained by way of an online survey, written feedbacks and a one-to-one basis interview. The feedback questionnaire mainly focused to know the extent to which the tutorials using in-class active learning methods helped them to learn the subject, stay focused, motivated and not lose interest for the subject. The results seem to indicate that it was beneficial as the students could learn better from their group members and discuss their opinions without any inhibitions.