An experimental research method using the single group with a pre-test and posttest design was conducted on 33 Computer Engineering students to introduce Active Learning as an alternative method for teaching Basic Logic Gates concept in Digital Electronics in the classroom and determine whether gains in learning is associated with exposing the students to the experimental factor. The experimental factor was the researcher-made instructional materials specifically designed to demonstrate digital electronics concepts and functions using pre-fabricated Printed Circuit Board (PCB) which the student has to assemble and the accompanying Manual as guide which also contains series of experiment that the students have to perform using the assembled PCB. The results of the students’ performances during the pre-test and post-test showed mean distribution scores of 5.79 and 29.91, with standard deviations of 5.787 and 7.539, respectively in the 40-items assessment tests. The z-test for correlated sample @ 0.05 level of significance is 13.797 (ZCV = ± 1.96), which indicates that there is significant difference in the performance of the students during the pre-test and posttest as a result of the experimental factor. The results of the study suggest that gains in learning is associated with the use of alternative teaching methods in the classroom like Active Learning as it allows students to understand better the concepts taught through experiential learning or active participation in the class. Hence, it is recommended that teachers explore different methods of teaching in order to motivate students to facilitate better learning.

An experimental research method using the single group with a pre-test and posttest design was conducted on 33 Computer Engineering students to introduce Active Learning as an alternative method for teaching Basic Logic Gates concept in Digital Electronics in the classroom and determine whether g...