https://jurcon.ums.edu.my/ojums/index.php/ijelp/issue/feed 2026-04-08T09:31:52+08:00 NORAINI SAID noraini.said@ums.edu.my Open Journal Systems <div> <p style="float: left;"><a href="https://jurcon.ums.edu.my/ojums/index.php/ijelp"><img src="https://jurcon.ums.edu.my/ojums/public/site/images/910405125411/cover_issue_108_en_US.png" width="150" height="225" hspace="10" /></a></p> <p style="text-align: justify;">IJELP (indexed in MyJurnal) is the 12th journal of UMS since its establishment on 24 November 1994. The journal is managed by The Faculty of Education and Sports Studies (FPPS), UMS (formerly known as The School of Education and Social Development (SESD)). The IJELP is published annually.<br /><br /></p> </div> https://jurcon.ums.edu.my/ojums/index.php/ijelp/article/view/7019 2026-02-20T08:05:45+08:00 Wan Sieng Yeo yeows@ums.edu.my

<p>Action research explores and improves pedagogy in an engineering mathematics unit through iterative inquiry and reflection. Compared to the traditional teacher-centred approach, learner-centred pedagogy fosters a more collaborative learning environment. However, limited studies have examined reflective practice in learner-centred pedagogy within higher education, particularly in engineering. This paper presents a reflective practice and action research approach implemented in an engineering mathematics unit, emphasising scholarly teaching, constructive alignment, and active collaborative learning to enhance student engagement. In 2024, a spaced retrieval practice was introduced to improve assessment pass rates. Fisher’s Exact Test results indicated no statistically significant differences in midterm test pass rates between Semester 1 2024, Semester 1 2023, and Semester 2 2023 at the 5% significance level. However, statistically significant differences were observed in final exam pass rates. The findings highlight that integrating reflective practice with three key elements, scholarly teaching strategies grounded in constructive alignment for effective lesson planning, collaborative learning methods to promote engagement and inclusivity, and intentional development of a cohesive teaching style combining these frameworks, can improve both instructor effectiveness and student outcomes. This study contributes to the understanding of learner-centred pedagogy in engineering education and demonstrates the value of iterative inquiry and evidence-based reflection in enhancing learning experiences and academic performance.</p>

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