Flipped Classroom and Task-Based Learning Approach Teaching Strategies in Engineering Students Focusing in Electromagnetic Theory Course

Dayang Azra, Awang Mat and Dyg Norkhairunnisa, Abang Zaidel and Nor Mazlina, Ghazali (2025) Flipped Classroom and Task-Based Learning Approach Teaching Strategies in Engineering Students Focusing in Electromagnetic Theory Course. Social Science and Humanities Journal, 9 (4). pp. 7470-7476. ISSN 2456-2653

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Abstract

Nowadays, conventional teaching methods are gradually evolving into innovative teaching and learning techniques to enhance student engagement and understanding in the classroom/ during lecture. The choice of teaching strategies depends on the course requirements and the lecturer’s approach. In Engineering courses, Electromagnetic Theory(EMT)is widely known as a challenging subject that requires a strong foundation in calculus and algebra. This course is the core course for second-year undergraduates in the Electronic and Electrical Engineering program in Universiti Malaysia Sarawak(UNIMAS). Every semester, EMT poses significant difficulties for students with weak mathematical backgrounds, often leading to low grades or course failures. The course assessment is structured as: 20% for assignments, 30% for tests, and 50% for the final exam. To address the high failure rate, the flipped classroom approach and task-based learning wereintroduced and implemented. This method reverses the conventionalteaching model by providing students with instructional materials—such as pre-recorded lectures, reading assignments, and interactive modules—before attending class. The e-Learning Enrichment and Advancement Platform (eLEAP) is used to serve as the primary learning management system, delivering course materials to students in preparation for in-class activities. This approach fosters active learning and encourages students to take greater responsibility for this class. This research was conducted over three different semesters: 2019/2020 (conventional teaching), 2021/2022(first implementation), and 2023/2024(second implementation), with student enrolments of 94, 110, and 78, respectively. The findings indicate a significant improvement in students’ passing rate, increasing from 76.6% to 96.4%, along with a notable rise in the percentage of students achieving grade A, from 8.51% to 30.00%. A comprehensive analysis of the assessment results was carried out to evaluate the effectiveness of this approach.

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