Journal of Engineering Education Transformations

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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 students, students 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 students in an autonomous engineering college.

Keywords

Faculty Training, Engineering Students, Learning Styles, Active-cooperative Learning, Jigsaw, Flipped Classroom, Pass Percentage.
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