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Problem solving is one of the main challenges that needs to be mastered in engineering learning. This study aimed at looking whether cognitive, affective and conative elements play role in the process of mastering problem solving skills in engineering learning. Cognitive, affective and conative refer to the 'Trilogy of Mind' concept. Educational innovation from 1980-2016 shows that elements proposed in the 'Trilogy of Mind' capable in improving academic achievement. Previous studies conducted among engineering students in polytechnics Malaysia show the importance of cognitive, affective and conative elements in mastering problem solving in learning. This study continued in the process of looking whether cognitive, affective and conative can enhance the engineering learning. Strategy (cognitive), attitude (affective) and initiative (conative) are elements that are found to be able to improve academic achievement through the mastery of problem solving. An in-depth study is referring to the process of looking the relationship between strategy and attitude, initiative and attitude as well as the strategy and initiative. This study uses a survey design with a quantitative approach. The sampling method used is a simple random technique. A total of 100 engineering students from polytechnics were involved in this study. The data is analysed based on inferential statistic. The results showed that planned strategy in problems solving can be influenced by students' attitudes. Besides that, student attitude contributes to student initiative level. Strategy is also associated with initiative in mastering problem solving.

Model of Pedagogical Reasoning and Action (MPRA) is a model of effective teaching where teaching activities are aimed at understanding, transformation, evaluation and assessment, and reflection on teaching of new knowledge which supports competency of teachers. The aim of this study is to identify the extent to which teaching practices of technical and vocational teachers are aligned with the process proposed by MPRA. The specific objectives of the study were to identify the level of knowledge and competencies of teaching, differences in practices between teachers of different technical and vocational subjects and also in their relationships to teachers' demographic information such as teaching experiences, courses attended and skills' certificate. The respondents were 160teachers of technical and vocational education from eight subjects are as who were selected using the convenience sampling method. The findings indicate that the competency and knowledge of teachers are at a high level. Differences in teaching practices are found according to vocational field and significant relationship between competency and knowledge with teaching experience. In conclusion, teachers are able to apply their knowledge and skills in teaching and use their working experience in industry to contribute to a broader interpretation of knowledge and teaching to produce effective strategies for technical and vocational education field.

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