HELICAL LEARNING MODEL APPLIED IN AN INDUSTRIAL ELECTROCHEMISTRY ENGINEERING COURSE

This study explores the application of the HELICAL learning model within an industrial electrochemistry engineering course. The primary objective is to evaluate the effectiveness of this innovative teaching approach in enhancing student engagement and comprehension of complex electrochemical concepts. To investigate this, a mixed-methods research design is employed, incorporating both quantitative assessments of student performance and qualitative feedback from participants. Pre and post-course surveys are administered to gauge improvements in knowledge retention and application skills. Additionally, focus group discussions are conducted to gather insights on student perceptions regarding course structure and teaching methodologies. The results indicate that students exposed to the HELICAL learning model demonstrate significant gains in understanding core electrochemistry principles compared to traditional instructional methods. Furthermore, qualitative data reveals a heightened appreciation for real-world applications of electrochemical processes, fostering greater interest in the subject matter. These findings suggest that integrating progressive learning models like HELICAL into technical curricula can enhance educational outcomes and better prepare students for professional challenges in the field of electrochemistry. This research lays the groundwork for further studies on the impact of innovative teaching methodologies in engineering education.