Abstract—Numerical Methods is a course that can be conducted using workshops and group discussion. This study has been implemented on undergraduate students of level two at the Faculty of Engineering, International Islamic University Malaysia. The Numerical Method course has been delivered to two Sections 1 and 2 with 44 and 22 students in each section, respectively. Systematic steps have been followed to apply the student centered learning approach in teaching Numerical Method course. Initially, the instructor has chosen the topic which was Euler’s Method to solve Ordinary Differential Equations (ODE) to be learned. The students were then divided into groups with five members in each group. Initial instructions have been given to the group members to prepare their subtopics before meeting members from other groups to discuss the subtopics in an expert group inside the classroom. For the time assigned for the classroom discussion, the setting of the classroom was rearranged to accommodate the student centered learning approach. Teacher strength was by monitoring the process of learning inside and outside the class. The students have been assessed during the migrating to the expert groups, recording of a video explanation outside the classroom and during the final examination. Euler’s Method to solve the ODE was set as part of Question 3(b) in the final exam. It is observed that none of the students from both sections obtained a zero grade in Q3(b), compared to Q3(a) and Q3(c). Also, for Section 1(44 students), 29 students obtained the full mark of 7/7, while only 10 obtained 7/7 for Q3(a) and no students obtained 6/6 for Q3(c). Finally, we can recommend that the Numerical Method course be moved toward more student-centered Learning classrooms where the students will be engaged in group discussion rather than having a teacher one man show. Keywords—Teacher centered learning, student centered learning, mathematic, numerical methods. I. INTRODUCTION N Malaysia, and specifically at the university level, Mathematics is taught in a traditional way. Usually, lectures are delivered by lecturers with little interaction with students. Teachers spend much efforts and time on explaining theories, concepts and mathematical problem-solving techniques, with little consideration to practical problems. Students have to do a lot of study, exercises and problem solving, and are rarely given real-world problems. Overall, students are not actively involved in the discussion but passively follow their teacher. At the International Islamic University Malaysia (IIUM), Faculty of Engineering, five Mathematics courses given to Sara Bilal is with the Whitireia Polytechnic, Faculty of business and IT, New Zealand (e-mail: Sara.Bilal@whitireia.ac.nz). Abdi Omar Shuriye is with the Department of Science, International Islamic University Malaysia (e-mail: shuriye@iium.edu.my). Raihan Othman is with the Department of Science, International Islamic University Malaysia. students from level 1 to level 3. This study is conducted on Mathematic course, code MTH2313 (Complex Analysis and Numerical Methods) for Mechatronics students in study level 2. Usually for this course, lectures are delivered in the Teacher-centered Learning (TCL) method. Many numerical methods are given as structure processes rather than theorems. For example: interpolation polynomials, iteration methods for solving ODE. Therefore, a constructive way for teaching makes more sense for students. Hence, for such topics, the lectures can be replaced by a workshop where the students will collaborate to construct the methods rather than the teacher showing them how to get the formulae [1]. Therefore, in this paper a Student-Centered Learning (SCL) method has been applied on the Numerical Methods course. There were two Sections 1 and 2 with 44 and 22 Students in each section, respectively. The assessment has taken place in a form of mini project during the course work and one question during the final exam. The rest of the paper explains the details of the study and its impact on the learning process of teaching Numerical Methods using SCL approach. A. Types of Learning In 1930s, Americans have used the terms “teacher- centered” and “student-centered” to describe two distinct approaches to instruction [2]. TCL Teacher-centered refers to the learning condition where the teacher has control over the material that students study and how they study it. Where they study it, when and at what pace they absorb it [3]. SCL In contrast, student-centered refers to forms of instruction that allow the students to control the learning activities. They should participate more actively in discussions and design their own learning projects. Exploring topics that interest them is highly encouraged and generally contributes to the structure of their own course of study. B. SCL Methods Applied in Classroom There are many approaches of teaching that are adequate for student-centered learning. The developers of these approaches have shaped names for their approaches. As a result, there are many named approaches, which includes Active Learning [4], Collaborative Learning [5], Inquiry- based Learning, Cooperative Learning [6], Problem-based Learning, Peer-led Team Learning [7], Team-based Learning [8], Peer Instruction [9], Inquiry Guided Learning, Just-in- The Impact of Cooperative Learning on Numerical Methods Course Sara Bilal, Abdi Omar Shuriye, Raihan Othman I World Academy of Science, Engineering and Technology International Journal of Educational and Pedagogical Sciences Vol:11, No:2, 2017 355 International Scholarly and Scientific Research & Innovation 11(2) 2017 ISNI:0000000091950263 Open Science Index, Educational and Pedagogical Sciences Vol:11, No:2, 2017 publications.waset.org/10006323/pdf