Scholarly article on topic 'The Program Outcomes Achievement for Basic Reinforced Concrete Design Course between Two Different Sessions'

The Program Outcomes Achievement for Basic Reinforced Concrete Design Course between Two Different Sessions Academic research paper on "Educational sciences"

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Abstract of research paper on Educational sciences, author of scientific article — Siti Aminah Osman, Wan Hamidon Wan Badaruzzaman, Roszilah Hamid, Kamarudin Abu Taib, Abdul Khalim Rashid

Abstract This study aims to assess the students’ achievement of program outcomes (POs) for the Reinforced Concrete Design Course. The POs achievement for students in session 2009/2010 is evaluated and then compared with the previous session of 2008/2009. The course was selected as it is a compulsory course for all students in the Department of Civil and Structural Engineering (JKAS) and furthermore the project given to the students are always related to the real structural design project. POs achievement for the session 2009/2010 was evaluated based on the new improved POs compared to the previous POs used in session 2008/2009. The assessment of POs achievement is measured based on final examination, mid semester examination, tutorials and group project. The comparison results between the two sessions have successfully showed the increment of students’ achievement around 9-39% on all identified POs. The comparison is made in view to look on how effective the continuous quality improvement (CQI) that has been proposed in the previous session can affect the students’ performance. The effect of changes in the new improved PO as outlined in the course will also be assessed and discussed.

Academic research paper on topic "The Program Outcomes Achievement for Basic Reinforced Concrete Design Course between Two Different Sessions"

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Procedía Social and Behavioral Sciences 18 (2011) 260-265

Kongres Pengajaran dan Pembelajaran UKM, 2010

The Program Outcomes Achievement for Basic Reinforced Concrete Design Course between Two Different Sessions

Siti Aminah Osman*, Wan Hamidon Wan Badaruzzaman, Roszilah Hamid, Kamarudin

Abu Taib, Abdul Khalim Rashid

Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, 43600 UKMBangi, Selangor, Malaysia.

Abstract

This study aims to assess the students' achievement of program outcomes (POs) for the Reinforced Concrete Design Course. The POs achievement for students in session 2009/2010 is evaluated and then compared with the previous session of 2008/2009. The course was selected as it is a compulsory course for all students in the Department of Civil and Structural Engineering (JKAS) and furthermore the project given to the students are always related to the real structural design project. POs achievement for the session 2009/2010 was evaluated based on the new improved POs compared to the previous POs used in session 2008/2009. The assessment of POs achievement is measured based on final examination, mid semester examination, tutorials and group project. The comparison results between the two sessions have successfully showed the increment of students' achievement around 9-39% on all identified POs. The comparison is made in view to look on how effective the continuous quality improvement (CQI) that has been proposed in the previous session can affect the students' performance. The effect of changes in the new improved PO as outlined in the course will also be assessed and discussed.

© 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Kongres Pengajaran & Pembelajaran UKM, 2010

Keywords: Program outcomes, reinforced concrete design, outcome based education, project assessment;

1. Introduction

The implementation of Outcome Based Education (OBE) for all engineering programs at the Higher Learning Institutions (IPTA) in Malaysia since 2004 has greatly influenced the learning trends of undergraduate students. The emphasis towards this OBE is designed to ensure that the degree produce by the Malaysian IPTA are recognized by the Washington Accord (WA), such as the United States, United Kingdom, South Africa and others (Shahrir et al. 2008). The implementation of OBE will enhance our graduates from IPTA to have the opportunity to work in these countries.

In order to assess students' achievement through the implementation of OBE curriculum since 2004, several methods have been developed and implemented as mentioned by McGourty et al. (2002). According to their study,

* Corresponding author. Tel.: +0-603-8921-6221; fax: +0-603-8921-6147. E-mail address: saminah@eng.ukm.my.

1877-0428 © 2011 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2011.05.037

the assessments of the Program Educational Objectives (PEO) have been carried out to five universities in the United States under ABET EC2000 criteria. Hence, to ensure the students' achievement can be measured under OBE scheme, the course mapping of PO and Course Outcomes (CO) for every course should be prepared in advance. Whilst, the assigned POs of every course must contribute to the PEOs offered in the department.

In continuation to the previous study (Siti Aminah Osman et al. 2009) thus, this study aimed to measure the students' achievement in the same course which is Basic Reinforced Concrete Design (KH 3274). The measurement will be based on the new improved POs that has been outlined for session 2009/2010 and then compared with the previous POs for session 2008/2009. Comparison is carried out to assess the effectiveness of the proposed continuous quality improvement (CQI) aspects towards the students.

2. Methodology

This study was conducted to all 68 students who have registered for the course in session 2009/2010. The course was chosen because it is a compulsory and main course for all third year students in the department. Furthermore the students' understanding towards the course is very important since most of the students will be involved in structural design work during their industrial training at the end of their third year of studies. Therefore, students must pass this course prior to industrial training.

Based on the course mapping of POs and COs as reported in the self-assessment report of Engineering Accreditation Council (EAC) for the Department (EAC 2010), there are seven POs that need to be assessed for the course such as PO1, PO2, PO3, PO6, PO7, PO8 and PO9 as shown in Table 1. The total number of POs is based on the new POs for curriculum session of 2010/2011. Although the total number and sequence of the POs is different with the previous POs in session 2008/2009, but the description and objective of each PO was still the same. According to the academic curriculum of 2010/2011, the Department has assigned 10 POs to be used for both civil & structural and civil & environment programs, whilst a total of 12 POs were used in the old curriculum.

For the assessment there are 3 main components that contribute to the full mark of the course where 25% are from the project, 65% of mid-semester and final examinations, whilst 10% are from the given assignments. For the purpose of comparison with the previous students' achievement in year 2008/2009, only two major components of project and examination marks will be discussed for students in this session of 2009/2010. Furthermore these two components lead to 90% of the total marks.

Table 1. Mapping of POs and COs for KH 3274

Course Outcomes (COs)

1 Ability to understand the complete design process from beginning up to detail design.

2 Ability to apply the basic structural analysis in the design structure.

3 Ability to design the structural element and combined the overall concept as a complete design structure.

4 Ability to use/refer specific clause in the design code and apply it into the whole design process.

5 Ability to use empirical formula in the design aspects and real structure.

6 Ability to understand the structural design quantitatively and qualitative.

Ability to use design knowledge in the structural design project.

on ^ O O

Project Assessment

The number of POs used in the project is still equal to the number of POs in the entire course. Table 2 shows the list and description of each PO used in the course. The actual project of bungalows construction was given to the students and they need to complete the project in group. Each group is required to submit the design project drawing with the design report. At the end of the semester students are required to present their work and will be evaluated by the panel consisting of lecturers and professional engineers who have been specially invited for the purpose of this assessment. The same assessment was carried out as in the previous session where the students were assessed individually and in group. Examination Assessment

Only PO1 and PO2 were involved in the mid-semester and final semester examination assessment. Both POs were assessed based on the students' answer script during the examination

Table 2. The list of POs that involve in KH 3274

_Description_

Ability to acquire and apply knowledge of mathematics, science and engineering towards an in-depth technical competency in Civil and Structural Engineering/Civil and Environmental Engineering

Ability to undertake engineering problem identification, formulation and solution

Ability to design a Civil and Structural Engineering/Civil and Environmental Engineering project within realistic constraints such as economic, environmental, social, political, ethical, health and safety, and sustainability.

An ability to use the techniques, skills and modern engineering tools necessary for engineering practice. Ability to communicate effectively, not only with engineers but also with the community at large.

PO2 PO3

PO8 Ability to function effectively as an individual and in group with the capacity to be a leader or manager as well as effective team member.

PO9 Recognising the need to undertake life-long learning, and possessing/acquiring the capacity to do so_

3. POs Achievement

Figure 1 shows students' achievement against the entire PO for the project. The percentage of students' achievement given in the figure are based on the 100% of the total project's mark. It was found out that almost all of the POs in the range of 50% - 80% and PO8 has the highest number of students with the percentage of 91% - 100%. Based on the results of PO8, 61 students have successfully demonstrated their ability to work individually and in group when solving the problems of design project. These criteria are assessed through interviews made by the panel as to investigate if there is any problem faced by the students either as a team or member of the group. Peer assessment were also been carried out in each group. Meanwhile, the second highest number of 40 students was achieved by PO2 and PO6 with the percentage of 61% - 70%. Based on these assessment nearly 60% of the total number of students have successful managed to solve the bungalow design projects using formulas, methods, standards and software that have been provided during the lecture.

The minimum percentage of 41% - 50% was given by PO3 with only three students were in that range, whilst the remaining students were above 50%. This result shows that almost all students have successfully managed to design the project by taking into consideration of economic, environmental, sustainability, and safety aspect. In contrast to PO1, the students' achievement is still in average where 28 students were in the range of 51% - 60%. None of them managed to reach above 90% and this shows that students are still weak in terms of knowledge and understanding of basic engineering. Emphasis on the theoretical aspects of structure analysis and its application to the design project should be given to the students and their weaknesses can be detected through an interview and the written report.

The students' communication ability as indicated by PO7 has shown promising results where nearly half of the total number of students have achieved 70% and above. This proved that students were able to present and defend

their design projects during the interview session and they also manage to complete and submitted the full report of design project. For PO9, almost all students have achieved more than 51% to 90% and this shows that students were able to relate the need of lifelong learning, and they have the capacity to do so through the design project.

Figure 1 Students' achievement for all POs in group project

Figure 2 below shows the achievement of the PO1 and PO2 during the examination. It shows that 70% (51 students) of the total number of students (66 students) have successfully score their marks within 71% - 100% in the mid-semester examination. However, in the final examination the students' achievement has decreased with 31 students were in the range of 51% - 60%. Only one student failed and managed to get 40% marks. Based on the final examination achievements it can be assumed that the final question must be difficult and the students' fundamental aspects of engineering are still weak.

Figure 2 Students' achievement of PO1 and PO2 in examination

Figure 3 shows the overall students' achievement for the whole course with contribution of projects, tutorials, mid semester and final semester examination percentage. PO8 has the highest percentage of 99% in which the assessment is assessed only from design project. This is due to the attribution of PO8 is based solely on the group

project. Whilst for PO7 gives the second highest percentage of 74% for the communication skill. Mean while for PO1, PO2, PO3, PO6 and PO9 has similar percentage around 68% - 69%.

POl P02 P03 POb P07 POS P09

Figure 3 Students' achievement for all POs in year 2009/2010

Figure 4 shows the achievements of all POs that have been outlined for the course in 2008/2009 session. As mentioned before the POs used in that session were based on the previous 12POs as shown in parentheses. Further information on the assessments and students' achievement of each PO for the project and exams can be found at Siti Aminah Osman et al. (2009). Although the syllabus and curriculum used in 2008/2009 session was based on 12POs compared to the new 10POs in session 2009/2010 session, but the descriptions and outcomes of the POs are still the same but with different sequence and some of it has been combined. For example, PO2 for 2009/2010 session is aiming for the same outcomes as PO4 in 2008/2009 session and PO6 for the 2009/2010 session will be PO12 for the 2008/2009 session, and so on as shown in Figure 4.

Based on the comparison of students' achievement between the two sessions it can be seen the increment of all POs by 9% - 39%. The significant increased is at PO8 (aspects of work as individually and in group) from 60% to 99% and followed by PO7 (aspects of communication) from 60% to 74%. Whilst the fundamental aspects of understanding (PO1) has also improved to 9% and the increment may due to actions taken based on the previous action plans such as emphasize on the basic knowledge of fundamental engineering theory and students' exposure to the construction sites. It also proved that with the increment of PO1 will indirectly increase the others POs as well.

100 90

POl (POl) P02(P04) P03(P03) P06(P012) P07 (P02) P08 (P06) POO (P08)

Figure 4 Students' achievement for all POs in year 2008/2009

As a conclusion the overall students' achievement of Basic Reinforced Concrete Design course (KH 3274) for the 2009/2010 session has successfully meet the targets where all the POs have achieved more than 50% marks. Almost all students in the class have passed the minimum marks of 50% achievement of the overall PO for the course. However, there are three students failed to achieve the minimum marks of 50% of PO3 (design aspect) as measured in the design project and seven students failed for both PO1 (basic understanding of engineering aspect) and PO2 (problem solving aspects) based on the examination marks. According to this analysis, PO1, PO2 and PO3 must be considered for an improvement in the next semester. However, the other POs should also not to be left out in order to ensure that the achievements of all POs can reach more than the benchmark marks of 70% in the next session and subsequently will produce students and graduates with higher quality.

Reference

Self Assessment Report Engineering Accreditation Council (EAC), Department of Civil & Structural Engineering, Faculty of Engineering & Built Environment, UKM, 2010

McGourty, J., Shuman, L., Besterfield-Sacre, M., Atman, C., Miller, R., Olds, B.M., Rogers, G., & Wolfe, H., Preparing for ABET EC (2000): Research-Based Assessment Methods and Processes, International Journal of Engineering Education, Vol. 18, No. 2, 2002, pp. 157-167. Shahrir Abdullah, Riza Atiq Abdullah Ok Rahmat, Azami Zaharim, Norhamidi Muhamad, Baba Md. Deros, Noorhisham Tan Kofli, Mardina Abdullah, Mazlan Tahir, Andanastuti Muchtar and Che Husna Azhari., Implementing Continual Review of Programme Educational Objectives and Outcomes for OBE Curriculum Based on Stakeholders' Input, Proceedings of the 7th WSEASInternational Conference on Education & Educational Technology (EDU'08), Venice, Italy, 21-23 November 2008, pp. 218-223. Siti Aminah Osman, Wan Hamidon Wan Badaruzzaman, Kamarudin Taib, Abdul Khalim Rashid & Norhaslinda A. Khalil, Keberkesanan Hasil Program (PO) dan Hasil Kursus (CO) dalam Kursus Rekabentuk Konkrit Bertetulang, Seminar Pendidikan Kejuruteraan & Alam Bina (PeKA '09) [23 November 2010].