The effect of contextual teaching learning of microprocessors on the achievement of degree level students

Traditional engineering curricula and the way these are implemented fail to promote meaningful learning and to motivate students to be responsible for their learning. This has resulted in pass-outs with minimal employability skills which have emerged as the biggest problem for stakeholders. Within past few years, several cognitive theories have emerged that place considerable emphasis on the importance of the immediate environment - the context - in learning and behavior modification. The present study uses Relating, Experiencing, Applying, Cooperating and Transferring (REACT) strategies to teach the subject of microprocessors. In this study an experimental group was taught using Contextual Teaching Learning strategies and a control group was taught through traditional lecturing method. t-test applied on post test achievement scores, revealed that experimental group had significantly higher mean achievement score than the control group (t=2.085). This has implications for engineering teachers and educators and the way curricula are implemented.