Author(s): Norwahyu Jusoh, Tengku Nur Adibah Tengku Hassan and Nonni Soraya Sambudi

Abstract: First-year Chemical Engineering students often encounter significant difficulty in mastering Principles of Chemical Engineering or Material and Energy Balance subjects, core course in the curriculum. These courses heavily rely on theoretical frameworks and complex equations, which can be challenging to grasp when presented passively. Such issues lead to low engagement and unsatisfactory performance in assessments. Additionally, industry feedback highlights graduates’ limited ability to apply theoretical knowledge in practical contexts, underscoring a gap in theory-to-practice integration in engineering education. In response, a new instructional method was introduced to foster active learning through team-based, hands-on projects. This approach leverages the Five Es Inquiry-Based Learning model, with a strong emphasis on exploration and employs Bloom’s Taxonomy at advanced levels to encourage student-driven project design and implementation. A total of 81 students worked in teams to create prototypes using available materials, demonstrating key engineering principles through live presentations and detailed reports. Surveys showed that over 80% of students found this method enhanced their understanding, motivation, and ability to apply course concepts, with improved performance in exams reflecting the positive impact of this approach. This innovative teaching method holds substantial commercialization potential, aligning with goals in the Malaysia Education Blueprint 2015-2025 to enhance graduates' practical and theoretical competencies. In addition, it is scalable across institutions, equipping students with critical practical skills and problem-solving abilities essential for industry readiness and success.

DOI: 10.22271/27891607.2024.v4.i2c.229

Pages: 208-211 | Views: 95 | Downloads: 26

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