Most engineering students in higher learning institutions nowadays face difficulty in understanding the statistical concept and unable to relate it to the engineering field. This study aims to determine if teaching and learning contextually could enhance the understanding of statistic concepts among universities engineering students. Solomon four-group was used in the Quasi-experimental design for all the diploma-engineering students in UTHM Johor, which consists of 268 civil, electrical and mechanical engineering students. The four groups are known as G1-Contextual with Pre-test, G2-Non-contextual with Pre-test, G3-Contextual without Pretest and G4-Noncontextual without Pre-test. The field of studies, gender, and race and communication style are the controlled variables. There are three types of questions in Pre-test and Post-test : Non-contextual questions, Contextual questions and Application of statistics questions. There is no significant difference in Noncontextual questions from Post Tests shown by the p-value is 0.068 which is greater than 0.05. However, there is significant difference in Contextual questions from Post Tests with the p-value is 0.013. Contextual groups performed better with mean 12.896 and standard deviation of 0.541 compared to Non-contextual groups with mean 11.022 and standard deviation of 0.514. Lastly, there is significant difference in application of statistics questions from Post Test with p-value is 0.000. The Contextual group performed better with mean 6.275 and standard deviation of 0.178 compared to the Non-contextual group with mean 1.624 and standard deviation of 0.169. We conclude that this study able to prove that learning statistics contextually is an effective method for engineering students in UTHM Johor.
Volume 12 | 02-Special Issue
Pages: 722-728
DOI: 10.5373/JARDCS/V12SP2/SP20201126