Two semi-implicit two-step hybrid methods of order five and six designed using First Same as Last (FSAL) property are developed for solving secondorder ordinary differential equation. The stability analysis is determined by the interval of periodicity and the interval of absolute stability. The numerical results carried out show that the new method has smaller maximum error than existing method of similar type proposed in scientific literature, using constant step-size.

Ordinary Differential Equations (ODE) is taken by students in the mathematics, science or engineering programs in Universiti Teknologi MARA (UiTM). This course was originally taught in the traditional way with the lecturer as the instructor. In 2014, this course evolved into the blended-learning mode i.e. a combination of classroom sessions and online sessions using the university learning management system. In 2017, a team of lecturers in the Tapah campus of UiTM decided to develop an instructional design of ODE using the MOOC platform. Students would then use the MOOC during the blended-learning hour. Five modules are offered in this MOOC. Lecture notes are presented using Prezi together with instructional videos and self-checking exercises. 55 students enrolled for the MOOC and were surveyed to gauge the initial impact of the MOOC as an instructional tool. More than 50% of the students said that the MOOC absolutely helped them to better understand the classroom sessions. Most of the students put in maximum effort in accessing the MOOC. The MOOC also helped to build up self-confidence of students in the course material. It is hoped that as the MOOC is further refined and improved, more students will benefit from the MOOC.

Calculus has always been issue of underachievement performance for public university students. Insufficient background of SPM Additional Mathematics affected the students' performance in Mathematics at university level. One of the main reasons that contribute to this problem is the lack of understanding of the basic concept in differentiation and integration. Two innovative techniques of basic differentiation and integration for trigonometric functions by using mnemonic chart are developed in this paper. Many students face difficulties to memorize the formulas which unable for them to solve the given problems. These proposed techniques minimize students' problem in memorizing formulas as well as improve teaching method for educators. In addition, these new technique is not only can be advantageous for university students in Calculus course, but also for Matriculation and STPM students in Mathematics subject. This technique emphasizes square and triangle shape to be used for Original Rule and Chain Rule. All formulas can be derived from clockwise and anticlockwise direction. In the future, further research need to be done whether mnemonics are effective and useful to academic programmes such as Science-based programmes and also for secondary high schools.

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Numerous studies have discovered that students' performance in Calculus I contributed to one of the highest failure rates in Mathematics courses among Universiti Teknologi MARA students. According to the results of Assessment 1 of the March-August 2022 session, which covers the topics of limits, continuity, and differentiation, most students were unable to obtain high or full marks on the topic of differentiation when compared to the topic of limits. Meanwhile, in Assessment 3 (group video presentation), which focuses on differentiation, most students gain nearly full marks. This assessment is used to encourage critical thinking, analytical, and communication skills, as well as effective teamwork and problem-solving methods. Therefore, the purpose of this research is to determine whether group video presentation can assist students in gaining a deeper understanding of the differentiation topic, as well as to investigate students' perceptions of this type of assessment for their learning differentiation topics in the Calculus I subject. The survey questionnaire was distributed to 86 full-time diploma students enrolled in Calculus I. The findings show that students are willing to accept that learning differentiation topics should be approached in a more technological manner.