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learning goal. Second, learning intentions and success criteria. Some of learning objective highlighted by
the exit ticket and students can repeat the main key for the lesson in another way. Third, student
ownership and involvement. With consistent use of exit tickets, students get used to enunciating and
sharing mathematical rational.

According to [4], “exit tickets are quick, ungraded assessments of how you're teaching and what students
need from you next” and [5] “Exit slips are easy to use and take little time away from instruction. Many
teachers use them routinely—even daily—and attest to their positive influence on student achievement”.
One of prompt identified in exit tickets is its’ provides FA about students’ understanding information.
Student will rate their current level of understanding of lesson the day using giving a score for
themselves. If understand everything and can even reflect of techniques to use the learning, student can
give a 3 score, 2 score if understand everything but can’t reflect how to use that learning. Score 1 if
understand some and confused about some main parts. Zero score if very little understanding or totally
lost of the lesson the day [5].

1.1 PROBLEM STATEMENT

Engineering Mathematics 2 is a course that must be taken by second semester’s students of the
Department of Mechanical Engineering at the polytechnics. The course consists of 3 topics, namely
Chapter 1: Exponent and Logarithmic, Chapter 2: Differentiation and Chapter 3 Integration. Results of
the Assessment and Evaluation Report session June 2016 shows the percentage CLO 1 and 2 below the
targeted set of 50% should be exceeded which is 47% and 44% respectively.

A lack of understanding and students are not interested in mathematics may cause the problem. One of
the factors that contribute to this problem is the method used by the lecturers do not attract students and
students not focused in classroom. Traditional learning methods in teaching and learning used and not
have any activities in class causing the learning was boring.

According to assessment specification table in syllabus DBM2013, no quiz that should be assessed in
chapter 3. Students will not review this topic until the test is conducted. The researcher's experience of
teaching Engineering Mathematics 2 for 4 years, when entering the topic of integration, students will
begin to be confused with topic 2: Differentiation. Therefore, the use of ticket to leave used in this study.
Researchers hope using TOL, teachers can identify students’ current level of understanding for
Integration’s topic and students will more focus in class.

1.2 RESEARCH OBJECTIVES

The objective of this study was to:
1.2.1 Identify students’ current level of understanding for Integration topics in Engineering
Mathematics 2 at Politeknik Seberang Perai.
1.2.2 Identify students' perceptions of the use of TOL.

1.3 RESEARCH QUESTIONS

The questions in this study is:
1.3.1 Is the use of TOL can identify student’s current level of understanding for Integration topics in
Engineering Mathematics 2 at Politeknik Seberang Perai.
1.3.2 What are the perceptions of students towards implementation of TOL in the classroom?

1.4 SIGNIFICANT OF THE RESEARCH

This study is important because it can provide teachers evidence of student’s current understanding in the
process of learning. The data obtained from exit tickets can help teachers plan and adjust the instruction
well to meet the needs of students. Teachers can also see the knowledge gap among students. What
student needs? What the students have mastered. What can be enriched to help students master the topic?

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