Influencing postgraduates’ cognition in research methodology via active-interactive PowerPoint-based learning strategy

The rationale of this study was the paradigm shift due to integration educational research methodology course into curriculum mathematics postgraduates. However, in most literature reported for postgraduates education, social, and other science disciplines, who have often enrolled it, pedagogics these curricula not yet appropriately embedded content a well-structured manner. Because poorly conceived theories, they been highly challenged executing their projects. This aimed examine influence active-collaborative PowerPoint-based approach on postgraduates’ cognitive knowledge progress achievement tests writing peer presentation skills open-ended tasks. mixed methods one-group pre-/post-test pre-experimental design were used. Data collected using five-point Likert scale questionnaire, test questions analyzed through descriptive statistics, paired samples t-test thematic analysis techniques. findings reveal that learning strategy contributed performance as there statistically significant difference between post-test pre-test scores; t(<i>33</i>)=<i>17.3</i>; p<<i>0.05</i>; η<sup>2</sup>=0.9. Postgraduates’ conception, understanding, justification, discourse towards tasks substantial.