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ABSTRACT
INTRODUCTION
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making deductions from the theory to apply in a wide variety of specific contexts.
In order to reduce the difficulties in teaching and learning mathematics, the
implementation of learning outcomes in various universities has been made.
Various universities and colleges have implemented learning outcomes to
represent their course outlines. During the early 1990s learning outcomes were
used in England to help set the national standard for education and training
(Melton, 1997). In Malaysia, the implementation of learning outcomes in various
levels of higher education courses has been set up by National Accreditation
Board (LAN). The objective of the development of learning outcomes in higher
education institute of Malaysia is to produce balanced, informed and graduates of
calibre as well as to improve the standard and the quality of higher education in
Malaysia.
A learning outcome is the specification of what a student should learn as the
result of a period of specified and supported study (Harvey, 2004). Learning
outcome according to Adam (2004) is a written statement of what the successful
student is expected to be able to do at the end of the course unit, or qualification.
It is concerned with the achievement of the students rather than the intentions on
the teacher. It is also can describe significant and essential learning that students
have achieved and can reliably demonstrate at the end of a course or a program.
Learning outcome refer to observable and measurable knowledge, skills and
attitudes. It should:
reflect broad conceptual knowledge and adaptive vocational and generic
skills
reflect essential knowledge, skills or attitudes
focus on results of the learning experiences
reflect the desired end of the learning experience, not the means or the
process
represent the minimum performances that must be achieved to
successfully complete a course or program
University of Warwick (2004) for example has divided learning outcomes that
has been set out in the course specification into four categories:
1. subject knowledge and understanding
2. subjects-specific skills are practical skills, practice of which integral to
the course
3. cognitive skills, intellectual skills such as an understanding of
methodologies, synthesis, evaluation or ability in critical analysis
4. key skills are skills that are readily transferred to employment in other
contexts, such as written and oral communication, working within team,
problem solving, numeracy and IT skills.
There are two major pre-university systems for admission to Malaysian public
universities which are Malaysian Higher School Certificate (STPM) and one-year
matriculation programme conducted by Ministry of Education. Mathematics is
one of the compulsory subjects that have to be taken by both STPM and
matriculation students.
In STPM level, there are a few types of mathematics offered namely Mathematics
T, Mathematics S and further mathematics. Mathematics T (also known as Pure
Mathematics) is taken by most science stream students whereas Mathematics S
(also known as Statistical Mathematics) is taken by some art students.
Meanwhile, further mathematics is taken as the optional fifth subject by some
science stream students. Table 1 below shows the syllabus of STPM mathematics.
Unlike STPM, the mathematics syllabus for matriculation is divided into two
types which are for one-year programme and for two-year programme.
Mathematics syllabuses for one-year programme are:
QM016 (for all students for the first semester)
QS026 (for science students for the second semester)
QA026 (for accountancy students for the second semester)
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First Year :
Second Year :
Third Year:
All the mathematics courses are taught according to the learning outcomes that
have been developed by the coordinators of the courses. Table 4 below shows
syllabus of the mathematics courses in FKAB.
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Tangent Analysis of
Divergence NUMERICAL
Power of Matrices. theorem and DERIVATIVES &
Change of INTEGRALS
variables in
multiple Introduction to
Kongres Pengajaran
Symmetric matrix, integrals
Approximation to
eigenvalues
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dan Alam Bina (PeKA 09) dan Pembelajaran UKM 2009
Sets in ORDINARY
Diagonalization. Complex DIFFERENTIAL
Applications:Cryptography, Contour
Error correcting code, Integrals and
method of least squares, Cauchy
discrete compartmental Goursat
models Theorem
Kongres Pengajaran
Seminar Pendidikan Kejuruteraan Kongres Pengajaran
dan Alam Bina (PeKA 09) dan Pembelajaran UKM 2009
Based on the learning outcomes for both levels of mathematics courses, the
content of the syllabus during pre-university is relevant with the university
syllabus. Most of the topics in university are the extension of what the students
have learnt during their pre-university and there are also new topics to be learnt
for example complex analysis is only exposed to the students from Electrical
Engineering and it is not yet taught to the students during their pre-university
level. Normally, during pre-university, student is exposed to the basic need of the
topics. Most of the basic need including the introduction of the topics and the
basic formula that will be use to solve the mathematical problem whereas in
university they have to be exposed to the theory before they learn how to solve. In
other words, they will learn mathematics deeper than they had learnt in pre-
university.
As we can see from Table 4, there are so many topics that majority of the
FKAB students have to take in order to complete their study. They actually have
to focus on the topics that are relevant to their field. Due to this, the fundamental
lecturer especially who are teaching the mathematics courses have to
communicate with the engineering lecturer in order to restructure the mathematics
courses that are relevant to their field. In order to make this work, the faculty has
to play an important role to provide more lecturers in mathematics. A research
done by William (1966) found out that the lecturer who modified the curriculum
and balancing the contents and methods of teaching with students ability, will
produce better students.
Besides from restructuring the courses, the first year syllabus should be
emphasized. This is because the syllabus for first year student should be designed
to take into account students prior mathematical knowledge (Yudariah &
Roslelainy, 2001). The teaching method should consider the transition from the
pre-university to university mathematics.
The development of mathematical method into application can also be done to
improve the learning outcomes of university mathematics courses. There is a need
for mathematics education at higher level to reflect the intensive development in
the use of mathematics. Thus, there is a need to review the current curriculum in
view of new skills required for the development of science and technology in the
country as the current undergraduate mathematics curriculum follows closely the
topics that developed in 19th century.
CONCLUSION
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REFERENCES
Adam, S. 2004. Using Learning Outcomes. Report for United Kingdom Bologna
Seminar 1-2 July 2004, Herriot-Watt University Edinburgh. Scotland
Yudariah Mohd Yusof & Roselainy Abdul Rahman. 2001. Mathematics Eduation
at Universiti Teknologi Malaysia (UTM) : Learning From Experience. Jurnal
Teknologi. 34(E):9-24. Universiti Teknologi Malaysia
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