THE IMPACT OF MICRO-LEARNING MODULES TOWARDS LEARNING OUTCOMES: A CASE STUDY OF CHEMICAL ENGINEERING STUDENT

Abstract

This study explores the effectiveness of micro-learning modules in enhancing student engagement, understanding, and motivation in chemical engineering, specifically in teaching complex concepts related to separation processes. This study successfully collected 100 respondent data through surveys focusing on seven key areas namely pace of learning, engagement, retention of information, clarity of material, preference of learning, motivation, and concept understanding. The findings revealed a strong positive response towards micro-learning. The overall average ratings were high, with engagement rated at 4.13 (SD = 0.73), clarity of material at 4.12 (SD = 0.74), and pace of learning at 4.11 (SD = 0.75), showing a slight lead in engagement. The study concludes that micro-learning is highly effective in enhancing student engagement, understanding, and motivation in chemical engineering education. These findings support the continued integration and development of micro-learning strategies to improve student outcomes, particularly in fields requiring mastery of complex concepts. Further research is suggested to explore enhancements in retention and motivation to maximize the benefits of micro-learning.