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The new era of teaching learning process demands more clearance of theoretical aspects utilizing visual strategies. Accordingly, this research focuses on usefulness of student team achievement division (STAD) and project based learning (PjBL) as active learning strategies for comprehensive understanding of basic science courses. The study revealed increased effectiveness of learning, encouraging equal participation, active engagement and supportive learning environment for better understanding of concepts in basic science courses. The usefulness of active learning strategies has been studied by conduction of STAD & PjBL activities for the Engineering Mathematics and Engineering Chemistry courses respectively. The appropriate evaluation and comparative analysis done before and after activity allows to elaborate the efficacy of visual strategies utilized for understanding theoretical concepts. [ABSTRACT FROM AUTHOR]

Students can comprehend the conceptual contents of any subject in general, by three methods: by involving in experimental activities in physical lab, by simulating the experimentation through Virtual Laboratory (now on, VL) and simply by visualization. But the visualization method is relatively difficult as it demands a lot of attention and subject expertise and hence will only help in the later stages of learning process. Physical lab set up inherently has certain obvious constraints like accessibility, time, cost etc. The VL is the buzz word in the current scenario of booming e-learning and online classes. VLs are computer simulations that make real life conditions. Research studies in the past have demonstrated the utility of integrating VL tools with traditional teaching methods in enhancing students understanding, thinking and creativity. The present case study deals with evaluating student's engineering chemistry learning outcomes in terms of scores secured in internal assessment test. The study also aimed at identifying and analyzing the data collected through robust feedback system, about the effectiveness of VL tools in increasing students' understanding, active participation in classes and performance. [ABSTRACT FROM AUTHOR]