Inaccurate concept in statistics contributes to the assumption by the students that
statistics do not relate to the real world and is not relevant to the engineering field.
Since the introduction of technology in the teaching and learning, there are
universities who introduced learning statistics using statistics lab activities. However,
the learning is more on the learning how to use software and not to enhance the
knowledge in statistics. The purpose of this research is to study the effectiveness of
technology in the teaching and learning engineering statistics contextually. This
study will investigate the effectiveness of the teaching and learning engineering
using contextual approach. The teaching and learning contextually using statistics
video clips embedded in power point, class activities using statistics lab with SPSS
software are used in order to understand the statistics concepts. In this research,
combining methods is used. This research use qualitative research to find the
perspectives of the respondents as to answer research question 1 and 2, and this
research also use quasi-experiment as to answer research question 3 and 4 in
investigating effectiveness of the contextual learning. Solomon's Four-Group Design
was used where the students were divided into four groups: 2 control groups and 2
treated groups. The research instruments consisted of a structured interview, two sets
of statistical lab activities assignments, a set of questionnaire, a pre-test and a posttest
and the Motivated Strategies for Learning Questionnaire (MSLQ). From
Research Question 1 which is "Does the statistics video clips embedded in power
point presentations in learning statistics helps students to understand the statistics
concepts?", the contextual group gave more positive responses compare to the noncontextual
group. From Research Question 2 which is "Does the mathematical lab
using SPSS in learning statistics helps students to understand the statistics
concepts?" the contextual group gave positive more responses compare to the noncontextual
group. From Research Question 3 which is "1s there any statistical
significant difference in the level of motivation in cIass between the contextual with
the non-contextual groups?", the contextual group were more motivated compared to
the non-contextual group. From the MSLQ, the overall mean for Section 2
(contextual) is 3.8955 compared to and Section 6 (non-contextual) which is 3.5264.
From Research Question 4 which is "Is there any significant difference between the
students achievement in the post-test of the contextual group with the non-contextual
group?", the contextual group perform better than the non-contextual group. There is
significant diEerent and the mean of Contextual Group (Section 2) is 38.63 from the
full mark of 50 while the Non-contextual Group (Section 6) is 28.589. The treated
group, which is the contextual group, did better than the non-contextual group. This
research has focused on the teaching and learning engineering statistics contextually
for the engineering students in Universiti Tun Hussein Onn Malaysia. This research
has identified that teaching and learning engineering students contextually were abIe
to motivate and perform better in their test
