Learning in the cognitive domain is highly_ emphasised and has been widely investigated in engineering education.-Lesser emphasis is placed on the affective dimension although the role of affects has been supported by research. The lack of.understanding on leaming theories aid how they may be translated into classroom application-of teaching and leaming is one factor that contributes to this situation. This paper proposes a working.framework for integrating the affective dimension oflearning into engineerin! education that is expected. to promote better ieaming within the cognitive ao.uio. ro-ur major"learnini th^eories namely behaviourism, cognitivism, socio-cul'iuralism, and c6nstructivism were analysed and how affects are postulated to influence cognition are identified. The affective domain constructs identified to be important are self-efficacy, attitude and locus of control. Based on the results of the analysis, a framework that integrates methodologies forachieving leaming in the cognitive domain with the supportofthe affective dimension of learning is proposed. It is expected-that integiated approach can be used as a guideline to engineering educators in designing effective and sustainable insructional material that would result in the effective engineen for future development.

Promoting students' engagement has been of great interest to engineering educators as it is associated with better teaching and learning effectiveness. However, students' engagement is a multifaceted construct comprising the cognitive, affective, and behavioural aspect of engagements which makes it difficult to get a holistic measure of it. Thus, the behavioural engagement alone is often measured as it enables the researcher to investigate outcomes 'in-action' and evaluate the individuals' ability at high-order thinking. The aim of this study is to explore the effect of an integrated affective-cognitive teaching and learning approach on behavioural engagements. The study utilized the quasi-experimental design method with pre-and post-test. The experimental group (n = 36) was taught a course on mechanics of material using the integrated approach while the control group (n = 34) was taught the same course using the conventional method. The results indicate that the integrated affective-cognitive learning approach promotes some types of positive behavioural engagement while suppressing other types of negative engagements. Thus, it was concluded that the integrated teaching and learning approach is effective in promoting positive behavioural engagements among engineering students.

Abstract. The aim of this study is to investigate the relationships between the affective learning needs namely, self-efficacy and locus of control, learning efforts and academic achievement among engineering students. For this purpose, a survey was conducted on first year engineering students from two technical universities in Malaysia. Self-efficacy and locus of control were assessed using existing instruments whil e learning efforts were assessed using a specifically designed instrument based on Carbonaro's model of learning effort. Academic achievement data were based on cumulative grade point average (CGPA) obtained from self -report by participants. The findings indicate that females engineering students tend to have higher self-efficacy compared to males while both groups have similar locus of control and invest in similar learning efforts. Only locus of control is found to be related to academic achievement while self-efficacy is found to be related to efforts. In conclusion, locus of control seems to be an important factor in predicting academic achievement among engineering students.

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Abstract. Most traditional village houses uses corrugated zinc roofing due to economic reason. Thermal discomfort will result as zinc is a highly heat absorbing material. The space under the zinc covering will experience significant temperature increase proportional to the amount of supplied heat from sunlight, and this will further be aggravated if the ventilation is poor. The purpose of this study is to determine an alternative method to lower the temperature inside a zinc covered house. The proposed method is by splashing water throughout the area of the zinc roofing, where heat exchange process will occur upon contact. The process will dissipate heat from the zinc but will increase the water temperature. Heated water will then free fall by gravity into a tank through perforated tube with very fine apefture, as water droplet. By the same heat transfer process, ambient air will lower the water temperature, which will be recirculation back to the roof. To facilitate higher rate of water cooling, fan will be provided. The tests show the system was able to lower the temperature of the zinc covered house, and can reduce cost of cooling, thus suitable for low income rural population in Malaysia.