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Teaching style becomes more challenging especially during Movement Control Order (MCO) due to Covid-19 pandemic. Thus, online learning be one of the new teaching styles used during MCO at all educations level. Therefore, to study the effectiveness of this style, this paper is conduct to explore the effect of the new teaching style on the engineering student’s performance by determine the difference of overall scores between batches for each program in Vector Calculus (VC) course with ordinary and new teaching style at Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM). Nonparametric test is used as Mann Whitney to analyze the difference of the teaching style. The results show that the achievement of students in VC course could be significantly distinguished by two batches of students with different teaching and assessment modes. In addition, JKKP program also shows there is no significant difference in overall scores between batches with different teaching styles.

Most of undergraduate courses in higher institutions in Malaysia use final exam as assessment tool to measure students’ academic achievement. Good constructed items/questions on final exam would be able to measure both students’ academic achievement and their generic skills. As such, this study using Rasch Measurement Model to evaluate the reliability and quality of final exam questions Mathematics Engineering III course. The items in the examination paper were studied and items that do not measure up to expectations were identified. The item analysis provides clues to how well the content of the item yielded useful information about student ability. This study focuses on constructed items, where items must retain their relative difficulty on the equal interval scale ( logit ), regardless of the ability of the students that challenges the item. The analysis revealed that even though there are three misfit questions, but overall, the reliability and quality of the exam questions constructed were relatively good and calibrated with students’ learned ability.

This paper studied and analyzed the separation of Bloom's cognitive level in the final exam questions (items) for KKKQ2114 Mathematics Engineering III (Differential Equation) course using Rasch Mesurement Model. The purpose of this study is to use Rasch Measurement Model as a tool to assists lecturers to develop and monitor the distribution and separation of items across content and task domain based on Bloom's Taxonomy (cognitive skill levels). The construction of the item and responses, as well as the process and content of the item contribute to the classification of an item by Bloom's cognitive level. This study revealed that the separation and the distribution of the final exam questions for KKKQ2114 should be revised because there is a large gap in each cognitive level of Bloom's. The level of difficulty for each cognitive skill also need to be reviewed and adapted to CO and PO of the course.

The implementation of cooperative learning (CL) as an alternative technique is to enhance learning in Engineering Mathematics courses at University Kebangsaan Malaysia (UKM). It can promotes and develop engineering student's generics skills and help lecturers to have a better understanding of students’ perceptions of their experience gained from the learning activities. The objective of this paper is to highlight the responses of the benefits they gained from the experiences of CL activities, which are based on three areas, individual involvement, team dynamics and skills development. A Likert scale questionnaires was given to Year I and Year I students; and the data were analyzed, ranked and compared. Analysis revealed that Year I students tends to prefer working individually and less likely to work in group, meanwhile Year II students shows their interest in teamwork. Hence, this study revealed that the maturity of the students formed as a result of cooperative learning experiences, specifically, the formation of positive social skills, such as, improvement in student's behavior and interpersonal relationship.

Mathematics is an essential subject in engineering studies. The ability to comprehend mathematics in themselves are very important to ensure their successes’ in other engineering subject. The student performance in mathematics is close related to the learning styles. Therefore, a study on learning behavior is very important to see the relation in between their achievement and learning styles. Thus the focus of this study is to investigate the learning styles of the fourth year engineering students towards mathematics. The factors of learning style to be investigated are formal learning approach, informal learning approach, time management and academic discipline. A formal learning approach includes habits and practices that students employ in classroom situations whereas informal ones are the learning that takes place outside the classroom. It was found that formal learning had a higher overall score, 5.02, followed by academic discipline, 5.00; informal learning, 4.85; and time management, 4.64.

Engineering Mathematics is a key area of all engineering degree courses and the changes to the pre-university mathematics syllabus mean that many departments and institutions are developing strategies to support their students with their mathematics. As for UKM, students are required to take four basic mathematics subjects i.e. algebra, vector calculus, statistic and complex number before they can continue with their respective engineering courses. The study involved the details learning outcomes of mathematics courses at Pre-University which include matriculation and STPM and the details learning outcomes of all mathematics courses at FKAB, UKM. In order to study their weaknesses of mathematical foundation, they were given a set of mathematics questions aimed at assessing their conceptual understanding of mathematics. Students were tested based on elementary mathematical concepts such as functions and graphs, differentiation integration, vectors and etc. Data were analyzed over four departments, representing Department of Civil and Structural Engineering (JKAS), Department of Mechanical and Material Engineering (JKMB), Department of Chemical and Process Engineering (JKKP), and Department of Electric, Electronic and System Engineering (JKEES).

In engineering studies and researches, Mathematics is one of the main elements which express physical, chemical and engineering laws. Therefore, it is essential for engineering students to have a strong knowledge in the fundamental of mathematics in order to apply the knowledge to real life issues. However, based on the previous results of Mathematics Pre-Test, it shows that the engineering students lack the fundamental knowledge in certain topics in mathematics. Due to this, apart from making improvements in the methods of teaching and learning, studies on the construction of questions (items) should also be emphasized. The purpose of this study is to assist lecturers in the process of item development and to monitor the separation of items based on Blooms' Taxonomy and to measure the reliability of the items itself usingRasch Measurement Model as a tool. By using Rasch Measurement Model, the final exam questions of Engineering Mathematics II (Linear Algebra) for semester 2 sessions 2012/2013 were analysed and the results will provide the details onthe extent to which the content of the item providesuseful information about students' ability. This study reveals that the items used in Engineering Mathematics II (Linear Algebra) final exam are well constructed but the separation of the items raises concern as it is argued that it needs further attention, as there is abig gap between items at several levels of Blooms' cognitive skill.

Nowadays, traditional learning styles are assisted with e-learning components to ensure the effectiveness the teaching and learning process especially for the students. This approach is known as blended learning. Objective of this paper is to investigate and clarify the students’ preferences in learning style either traditional or e-learning. Specifically, traditional learning styles fall into two group which are by individual or by group. The sample of this study consists of 189 First Year engineering students at the Faculty of Engineering and Built Environment UKM who have taken Mathematics as their core courses. This study revealed that students are preferred to study in traditional learning styles compared to e-learning. Also, individual learning styles is the most favourable.

Engineering courses such as Mathematics and Statistics at an undergraduate level are frequently presented to the students in traditional way. In order to be parallel with young generations in terms of technology, e-learning was introduced to engineering students in FKAB with the hope that e-learning is a way to enhance learning in a more convenience and cost-effective manner. This study examines students’ perception towards the importance and usefulness of modern technologies such as e-learning (WILEY PLUS) in comparison with the more traditional lecture, as knowledge delivery or alternatively, a method of learning process. The objectives of this study are to test whether there is any difference between these two methods and to identify which method is more important and agreeable to the students. A total of 182 students of First Year and 179 of Second Year engineering students at the Faculty of Engineering and Built Environment, UKM who have taken Mathematics and Statistics courses respectively involved in this survey. The descriptive statistics such as mean and standard deviation and inferential statistics as paired t-test was used to compare these two methods. This study reveals that there is a significant difference between WILEY PLUS and lecturing in Mathematics and Statistics courses. Overall, lecturing was significantly of importance and favourable in the learning process for both courses compared to the newly-introduced WILEY PLUS.

In order to be parallel with young generations in terms of technology, e-learning was introduced to engineering students in FKAB. With the hope that e-learning is a way to enhance learning in a more convenient and cost-effective manner, on the other hand the traditional method as lecturing is still of use until now. This study examines students’ perception towards the importance and usefulness of modern technologies such as e-learning (WILEY PLUS) in comparison with the more traditional lecture, as knowledge delivery or alternatively, a method of learning process. The objectives of this study are to test whether there is any difference between these two methods and to identify which method is more important and agreeable to the students. The sample of this study consists of First Year and Second Year engineering students at the Faculty of Engineering and Built Environment, UKM who have taken Mathematics and Statistics courses respectively. The paired t-test was used to compare these two methods. This study reveals that there is a significant difference between WILEY PLUS and lecturing in Mathematics and Statistics courses. Overall, lecturing was significantly of importance and favourable in the learning process for both courses compared to the newly-introduced WILEY PLUS.

Mathematical engineering is a fundamental course for engineering students. A strong mathematical knowledge will help them in empowering other engineering subjects. Since these subjects are taken place in first year and second year of academic calendar, some students need to adjust their learning style with their new environment of study. This method is hoped to fill the transformation gap from school or pre university environment into real university life. in university, the students need to have higher spirit of self learning. The ability of connecting the real engineering problem and mathematics are very important. Thus it is hoped that the e-learning provided can help them to smaller the gap and increase their confidence in engineering study.

Pretest is a measurement tool used in evaluating the performance of students on any subject knowledge. The purpose of this study is to investigate whether students can perform better in their studies throughout the learning process in the classroom. In particular, the pre-test and post-test are used as a diagnostic and developmental tool for improving teaching and learning in mathematical courses. The sample of this study consists of First Semester Engineering students at the Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia (UKM). The relationship between these tests is also investigated. The pretest and post-test results have revealed that several topics are in need of due attention.