Cognitive Domain Performance for Non-Laboratory Embedded and Laboratory Embedded Course

Alias, Rosidah; Saim, Noraida Mohd; Noor, Nur Asmaliza Mohd; Rosli, Siti Hawa

doi:10.26803/ijlter.19.4.13

Cited by 2 publications

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“…Universities have a vital role in engineering disciplines, providing the necessary knowledge, skills, and training to produce highly skilled engineers. Nowadays, the growth and development of a nation or country depend on the technological and knowledge advancements offered by the engineering field (Al-Sheeb et al, 2019;Wall, 2010). To promote high-quality engineering education, the engineering programmes are assessed according to Malaysian Qualification Register (MQR), to ensure that universities meet the established benchmarks (Engineering Programme Accreditation Standard 2020Engineering Technician Education Programme Accreditation Standard 2020Malaysian Qualifications Register: Accreditation, 2010).…”

Section: Introductionmentioning

confidence: 99%

Challenges in Cognitive Domain Performance for Laboratory-Embedded Electrical Engineering Courses

Sihab,

Zanal,

Zulhanip

et al. 2024

IJARPED

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In Malaysia, the Ministry of Higher Education (MoHE) and Engineering Technology Council (ETAC) have established a standard requirement for all engineering diploma programmes that include evaluating the effectiveness of the Programme Outcome (PO) to ensure the quality education of the programme. This paper aims to investigate the performance of the PO attainment for fundamental laboratory-embedded courses of the Diploma in Electrical Engineering (Electronic) programme based on the new assessment as stated in the ETAC Standard 2022. The samples of PO achievement were taken from three batches or cohorts before and after the implementation of the ETAC Standard: Oct 2019, Oct 2020, and Oct 2021. The analysis data involves focusing on the performance of two domains which are cognitive and psychomotor. The two-way ANOVA (Analysis of Variance) test was carried out using SPSS software for analyzing the data. The results reveal that while students perform well in psychomotor attainment, cognitive attainment gradually deteriorates over time. This finding suggests the need to revise the curriculum, syllabus, and assessment design to enhance the PO attainment to achieve the desired PO that is set by the council. Thus, the institutions can produce competent and proficient graduates with conceptual thinking and practical skills.

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Section: Introductionmentioning

confidence: 99%

Challenges in Cognitive Domain Performance for Laboratory-Embedded Electrical Engineering Courses

Sihab,

Zanal,

Zulhanip

et al. 2024

IJARPED

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“…Outcome based education (OBE) focuses more on the outcomes and the quality of graduates upon completion of their studies and allows the higher learning institution to enrich the value of the program by enhancing the learning capability of the students [1]. In order to create more graduates who fulfill the market demand, numerous assessment methodologies for courses have been devised and deployed in higher education [2]. Many studies has been carried out on the implementation of OBE in Malaysia context such as by using indirect measurement through survey with alumni from the Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, program outcomes (PO) related to engineering knowledge and complex engineering design using direct measurement for final year students in the Faculty of Civil Engineering, Universiti Teknologi MARA (UiTM) Shah Alam, evaluation of the course learning outcomes (CLO) attained by engineering students in the Faculty of Electrical Engineering, UiTM, Shah Alam and student development progress and enhancement which the data is gained from the program outcome of diploma in civil engineering, UiTM Pulau Pinang [3]- [6].…”

Section: Introductionmentioning

confidence: 99%

Analysis of program outcomes attainment for diploma in civil engineering at Universiti Teknologi MARA Pahang

Noor,

Muhamad,

Alias

et al. 2024

IJERE

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Analysis of program outcomes involves the assessment of the learning objectives based on cognitive, psychomotor, and affective domains and their attainment is measured using both direct and indirect approaches. This study aims to assess the program outcomes attainment for the civil engineering diploma program at Universiti Teknologi MARA Pahang. The program outcomes attainment in this study was obtained from two categories of students based on cohort 20174 using the Plan ID 6541, namely i) 257 graduated on-time students and ii) 365 overall students including extended students. The attainments were analyzed quantitatively using key performance indicators for each program outcome and program performance indicators for the overall attainment of program outcomes. Based on the key performance indicator, the results reveal that nine program outcomes are indicated as excellent while three program outcomes are indicated as good. Meanwhile, based on the program performance indicator, this cohort is indicated as well performed where 9 out of 12 program outcomes recorded above 70% average attainment. Various effective continuous quality improvement (CQI) program can be identified by the school’s committee based on these findings to further enhance the program outcomes attainment.

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Cognitive Domain Performance for Non-Laboratory Embedded and Laboratory Embedded Course

Cited by 2 publications

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Challenges in Cognitive Domain Performance for Laboratory-Embedded Electrical Engineering Courses

Challenges in Cognitive Domain Performance for Laboratory-Embedded Electrical Engineering Courses

Analysis of program outcomes attainment for diploma in civil engineering at Universiti Teknologi MARA Pahang

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