International Journal of Education and Pedagogy (IJEAP) eISSN: 2682-8464 [Vol. 4 No. 2 June 2022]
Journal website: http://myjms.mohe.gov.my/index.php/ijeap
EVALUATION OF INTERESTS IN CIVIL ENGINEERING COURSES AMONG FIRST-YEAR STUDENTS
Siti Hafizan Hassan1*, Nuraini Tutur2, Mohd Samsudin Abdul Hamid3, Muhamad Faizal Pakir Mohamed Latiff 4 and Zulfairul Zakariah5
1 2 3 4 5 School of Civil Engineering, College of Engineering, Universiti Teknologi MARA Cawangan Pulau Pinang,
Permatang Pauh, MALAYSIA
*Corresponding author: [email protected]
Article Information:
Article history:
Received date : 20 April 2022 Revised date : 28 April 2022 Accepted date : 5 June 2022 Published date : 15 June 2022
To cite this document:
Hassan, S. H., Tutur, N., Abdul Hamid, M. S., Mohamed Latiff, M, F. F., &
Zakariah, Z. (2022).EVALUATION OF INTERESTS IN CIVIL ENGINEERING COURSES AMONG FIRST-YEAR STUDENTS. International Journal of Education and Pedagogy, 4(2), 1-11.
Abstract: Malaysian government has a profound concern over the lack of interest shown by Malaysia’s younger generation in engineering subjects. The objective of engineering schools is to train students to practice engineering principles in their daily life. Fostering students' intellectual growth is a significant problem for all educators today. To improve teaching and learn in the School of Civil Engineering, Universiti Teknologi MARA (UiTM) has embraced a new paradigm with zeal and dedication. This work presents the civil engineering evaluation courses that highlight students' level of interest in the courses and the contributing factors that contribute to the interest of the courses. A set of questionnaires were distributed to respondents, which consisted of First-Year Civil Engineering Students. The data recorded through the survey were analyzed using the SPSS software to achieve the desired objectives. In accordance with the study’s aim, students have agreed on the level of interest in each division in EC221 programme, which comprises Structure, Geotren, WRES, and CBPM. Besides, the contributing factors that contribute to students' level of interest in the courses in EC221 were highlighted, with the significant contribution being the learning objectives were clear. Thus, the completion of both of this study's objectives demonstrated that the courses in EC221 will promote students' intellectual progress.
Keywords: Civil Engineering, Interest, Structure, Geotren,
1. Introduction
Universiti Teknologi Mara (UiTM) aspires to deliver the most outstanding education possible for its students, just like every other higher learning institution in Malaysia. Numerous technologies have been developed to collect evaluation and feedback data to enhance the quality of teaching and courses.
The university's mandate in serving the country has always been to provide greater quality assurance in creating professional graduates. The shift in educational paradigms from content-driven to learner- centered has altered UiTM's monitoring of student growth, emphasizing important graduation objectives and proof of accomplishment. Concerns that engineering graduates are not as prepared as they should be, as recorded in recent studies on the status of engineering education, have prompted a range of curricular reform attempts within the engineering education community (Turns et al., 2000).
For instance, academics are investigating techniques for better comprehending students' approaches to engineering design and teaching design.
As Chong & Crowther (2005) remark, engineering education must train students and produce engineers capable of developing problem-solving abilities and inventive thinking while also being cognizant of engineering solutions' social and ethical aspects. Due to the inconsistent definitions of quality education, multiple approaches for assessing quality in higher education have been adopted (Tam, 2010). The majority of research focused on evaluating the quality of teaching or evaluating students' learning experiences. However, no study on students' level of interest in the degree of civil engineering courses in UiTM has been done to understand how far students are interested and take seriously in understanding civil engineering subjects. Hence, this knowledge gap on students' level of interest in civil engineering courses needs to be explored as a new alternative to improve students' understanding of subjects.
Measuring student engagement in courses is crucial for program improvement and enhancement (Tricker et al., 2005). The development of students has always been the university's primary objective in generating graduates with industry-required talents such as multidisciplinary, communication, and teamwork. According to the previous literature review, a more accurate assessment of the quality of higher education could be made by focusing on students' perspectives on their learning experiences and the quality of teaching and learning through questions evaluating the effectiveness of class delivery; assessing services provided to students; and assessing the quality of resources/facilities supporting the teaching and learning process (O’Neill & Palmer, 2004). However, the assessment is insufficiently tailored to the educational evaluation process. Thus, the present study analyses and discusses students' interest in the degree of civil engineering courses to assess the quality of higher education. This study will present students' level of interest and the effort given towards courses in Bachelor Degree of Engineering (Hons.) Civil (Infrastructure) (EC221) programme. The objective of this paper is to evaluate the level of interest of first year civil engineering students towards the courses that have been completed in EC221 program.
2. Methodology
A questionnaire is one of the instruments utilized in this study. The questionnaires were distributed to a total of 46 respondents, all of whom were EC221 students. The survey data was then analyzed using SPSS software to determine the study's objectives before being organized into charts and tables.
The investigation's flowchart is depicted in Figure 1.
2.1 Literature Review
The literature review is critical in this study since it assists the researcher in gathering material relevant to the research issue. Many resources were compiled and compared to previous research articles for this study to determine a specific topic acceptable for in-depth discussion. Additionally, the improvement could address the research topic based on existing research based on the literature study. This chapter will cover the evolution of engineering education in detail.
Fig 1: Flowchart of the Research’s Methodology
Data collection and sorting the data into charts and tables Result analysis using SPSS
Background Research of The Topic
Literature Review and Pilot Study
Determination of Research’s Objective
Drafting/designing the questionnaires
• Identifying the location/target respondents
• How many sets of questions are to be?
Distribution of the questionnaires through google form
Data collection and sorting the data into charts and tables
Result analysis using SPSS
Discussion/Conclusion
Compelling Learning Experiences in Engineering Education
While engineering education has changed to better prepare graduates for the challenges of the twenty- first century, national and international organizations, continue to advocate for reform. Future advances in engineering education should be informed by research on expertise development and the learning processes that support it. In response to national and worldwide requests for reform, engineering education has changed in various ways that benefit students' learning. One of the most significant reactions has been the increased use of team-based, project-based activities. However, current evaluations on engineering education indicate that substantial improvements are necessary to educate engineering graduates to handle the twenty-first century's difficulties (Borrego & Bernhard, 2011). Compelling learning experiences promote deep understanding structured around essential ideas and fundamental principles, technical and professional skills development, and application of information and skills to issues faced by working engineers. Many learning theories allude to “deep methods to learning” that lead to a profound grasp of a domain's ideas and principles.
Learning Orientation
Students believe in learning, and what they aim to accomplish via higher education are inextricably linked. The term "learning orientation" refers to all the attitudes and goals that characterize an individual student's interaction with a course of study and the university. The set of objectives serves as the personal context for each student's learning. The concept of orientation presupposes that student are engaged in their studies. From a learning orientation perspective, success and failure are determined by the extent to which students achieve their own goals (Boulton Lewis et al., 2000).
While these students want to get credentials to enhance their professional prospects, they also believe it is critical to study something helpful to their community. Historically, goal orientation theory has concentrated on students' views of why they are attempting to do something in academic contexts, with most research focusing on task and ability objectives. By contrast, learning orientations place a greater emphasis on students' views of the goals of their studies. Learning orientations are defined as providing a 'personal context' for learning by considering the individual's goals, values, and study purposes.
2.2 Pilot Study
Prior to distributing the questionnaires, the most critical step was to perform a pilot study. Moore et al., (2011) described a pilot study as a preliminary small-scale study that researchers frequently utilize to ascertain the optimal method for conducting a large-scale research project. The pilot study was undertaken to determine the most effective manner for
completing the research project. The pilot study aided the researcher in defining or refining the research question and choosing the most effective ways to pursue it. Additionally, the pilot study may bring several benefits to the research process, including the capacity to identify and analyze the sample group, research site, or data collection. Following that, the researcher may decide whether the research objectives and design are practical and feasible.
2.3 Questionnaires Design
The study applied quantitative methods and gathered data using a questionnaire survey.
Questionnaires were distributed in combination with respondents to elicit replies to each topic.
i. Part 1: Respondent information. This section requires respondents to state gender, previous intake history, and student current semester for October21-January22.
ii. Part 2: This section contains a question that will answer the first objective of this study.
Students who have completed the courses in EC221 programme should tick the level of interest for each civil engineering course.
iii. Part 3: This section contains a question that pertains to the second objective of this research.
Students should indicate their level of agreement with each of the contributing factors mentioned associated with evaluation of courses by division in EC221 programme.
2.4 Data Analysis
The data or results acquired from the surveys were retrieved, evaluated, and grouped into a table or chart to make it more organized and presentable. The Statistical Package for the Social Sciences (SPSS) software were used to analyze the data gathered from the questionnaires to determine the study's goals.
3. Results and Discussions
A questionnaire was distributed to 46 intended respondents of Universiti Teknologi MARA (UiTM) students. The questionnaires were made up of 12 questions. The surveys were administered to assess student comments on the course they had recently finished in EC221 programme.
3.1 Demographic Information
Demographic data illuminate the respondent's background, including gender, previous intake history, and a current semester at UiTM. Demographic information is essential because it provides information about the research participants that may help the researcher understand their engagement or exposure to the study field.
A Current Semester at UiTM and Previous Intake History of the Respondents
Figure 2 depicts the students' current semester at UiTM and their previous intake history. The current semester at UiTM and previous intake history were associated and had a significant role in achieving a remarkable result from the survey. According to the research results, most students (82.6 percent) were in semester 3, while 7 (15.2 percent) were in semester 4. In contrast, the remaining 1 (2.2%) student was in semester 1.
Meanwhile, Figure 3 was evaluated to determine the students' previous intake history to ascertain their feedback on the EC221 course they had recently completed. Most of the students were from Penerapan UiTM and are currently in semester 3.
Fig.2: Current Semester of Students in UiTM
Fig.3: Previous Intake History of Students
3.2 Level of Interest to the Courses in EC221
Table 1 shows students' level of interest in the first-year courses in EC221. Courses offer in EC221 were divided into four division which is Structure, Geotechnical & Transportation (Geotren), Water Resources and Environmental System (WRES), and Construction, Building and Project Management (CBPM). There are courses in each main division that need to be completed by the students through each semester. According to Table 1, in Structure courses, three of the courses listed in EC221 programme that had the highest standard deviation scale values, rendering the data less reliable on the interest of students to the subject of Statics and Dynamics (CES420), Solid Mechanics (CES422), and Engineering Material Lab (CES410) in EC221. Whereas two subjects of structure which the most students interested in have a low standard deviation scale, indicating that data are tightly clustered around the mean, allowing for implied interested subject of Civil Engineering Materials (CES425) and Determinate Structures (CES424).
For Geotren, out of the five courses listed in Geotren division, two of the three had the highest standard deviation scale values, making the data less reliable on level of interest to the Geotren courses in EC221, i.e., Geotechnical Laboratory (CEG453) and Soil Mechanics (CEG461).
Meanwhile, the other three interesting subjects agreed upon by students resulted in low standard deviation scale values, outperforming the other two subjects, i.e., Engineering Geology (CEG451), Engineering Survey (CEG452), and Geotechnics (CEG561).
Next, for WRES division, one of the three courses have high interest in students since it shows a higher standard deviation score value, which shows the subject is less reliable than the other two subjects, i.e., Fluid Mechanic and Hydraulics Laboratory (CEW431). Students agreed with the other two sub-courses by giving the highest score and producing a low standard deviation score indicating the most interested sub-courses are Fluid Mechanics (CEW441) and Hydraulics (CEW 442).
As for CBPM division, students agreed on three exciting subjects that they had completed by giving the highest score and producing a low standard deviation score, indicating that the interesting sub- courses of CBPM is Mechanical and Electrical Engineering (CEM472), Construction Management (CEM483), and Construction Technology (CEM571). Meanwhile, a subject of Civil Engineering Drawing and Quantities (CEM443) agreed upon by students had the highest standard deviation scale values, rendering the data less reliable on students' level of interest to the first-year courses in EC221 programme.
Table 1: Level of Interest to the Courses in EC221
N Minimum Maximum Mean Std. Deviation
STRUCTURE_CES420 46 2.00 5.00 3.5217 .80937
STRUCTURE_CES422 46 2.00 5.00 4.0000 .81650
STRUCTURE_CES425 46 2.00 5.00 3.7391 .77272
STRUCTURE_CES410 46 2.00 5.00 3.9565 .86811
STRUCTURE_CES424 46 2.00 5.00 3.7826 .72765
GEOTREN_CEG451 46 1.00 5.00 3.5217 .88792
GEOTREN_CEG452 46 2.00 5.00 3.8478 .84241
GEOTREN_CEG453 46 2.00 5.00 3.8043 .93380
GEOTREN_CEG461 46 1.00 5.00 3.6087 .95402
GEOTREN_CEG561 46 2.00 5.00 3.5000 .83666
WRES_CEW441 46 2.00 5.00 3.6087 .88137
WRES_CEW442 46 2.00 5.00 3.5217 .83637
WRES_CEW431 46 2.00 5.00 3.7391 .92939
CBPM_CEM472 46 2.00 5.00 3.3043 .83983
CBPM_CEM443 46 2.00 5.00 3.6739 .94409
CBPM_CEM483 46 2.00 5.00 3.8261 .87697
CBPM_CEM571 46 2.00 5.00 3.7609 .87394
Valid N (listwise) 46
Note: 5 An exceptional amount, 4 much interested, 3 moderately interested, 2 a little interested, 1 not interested at all
3.3 Aspect Contributed to the Interest in Courses of EC221
Forty-six students were directly involved with the case study indicated their level of agreement with each mentioned aspect that contributes to students' interest in courses that have been completed in EC221. According to Table 2, out of 10 aspects contributed, aspects of learning objectives were apparent was agreed by most students and produced a low standard deviation score which shows the data are clustered closely around the mean and more reliable. This indicates that learning objectives were clear to help students understand the study outcome of subjects completed in EC221 programme.
Meanwhile, the other nine aspects had a higher standard deviation value that makes the aspects of contribution less reliable to students' interest in courses offer in EC221 programme.
Table 2: Aspect Contributed to the Interest in Courses of EC221
N Minimum Maximum Mean Std. Deviation Learning objectives were clear 46 3.00 5.00 3.9130 .69366 Course content was organized and
well planned
46 1.00 5.00 3.9348 .82737
Course workload was appropriate 46 2.00 5.00 3.8043 .77802 Course organized to allow all
students to participate fully
46 3.00 5.00 3.9565 .75884
Instructor was an effective lecturer/demonstrator
46 3.00 5.00 4.0217 .77428
Presentations were clear and organized
46 2.00 5.00 3.8478 .75916
Instructor stimulated student interest 46 2.00 5.00 3.8696 .77771 Instructor was available and helpful 46 2.00 5.00 4.0217 .80247 The difficulty of the exam question
is within the range of the student year
46 3.00 5.00 3.7609 .70505
Grading was prompt and had useful feedback
46 3.00 5.00 3.8261 .70881
Valid N (listwise) 46
4. Conclusion
In conclusion, the objectives for this study have been achieved successfully through the literature review, data collection, and result in analysis. From the result acquired, evaluation towards the interest of courses in EC221 programme was proven in helping to benchmark the intellectual growth of students. The involved students have agreed on the level of interest in the courses in EC221 programme, which include the courses of Structure, Geotren, WRES, and CBPM. These four main divisions in EC221 programme play a massive role in engineering practices.
Moreover, most of the students also agreed that the huge contributing factors contribute to the level of interest to the courses in EC221 programme is that the learning objectives were clear. It clearly shows that clear learning objectives help guide students as they work through the course and assess their learning progress. These contributing factors assist the teaching team in improving the lack of interest in engineering courses among students.
5. Acknowledgement
The authors would like to express their gratitude and thanks to Universiti Teknologi MARA Cawangan Pulau Pinang for funding this research.
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