A case study of implementation of active - cooperative learning approaches introduced through a faculty development programme and their effects on the pass percentage of undergraduate engineering students

Abstract

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.