scholarly journals Programme Outcome Attributes related to Complex Engineering Problem Capability: Perceptions of Engineering Students in Malaysia

2021 ◽  
Vol 17 (4) ◽  
pp. 95
Author(s):  
Che Maznah Mat Isa ◽  
Nik ‘Irfan Aiman Mohammad ◽  
Nor Hayati Saad ◽  
Preece Christopher Nigel
Keyword(s):  
Engineering Students ◽  
Engineering Problem ◽  
Cognitive Domain ◽  
Problem Analysis ◽  
Cognitive Domains ◽  
Outcome Based Education ◽  
Importance Index ◽  
Complex Engineering ◽  
Level Of Understanding ◽  
Programme Outcomes

Abstract: Programme outcomes (POs) are the attributes that reflect the student skills expected to be acquired upon graduation. The Engineering Accreditation Council (EAC) under Board of Engineers Malaysia requires 12 POs with complex engineering problems (CEP) and knowledge profiles to be incorporated in engineering programmes. Despite considerable research on outcome-based education (OBE), the OBE implementation with regards to the PO attributes and domains incorporating CEP characteristics are still questionable and vaguely implemented by the programmes. This paper presents two PO attributes related to problem solving and development/design for solution based on the perceptions of 301 engineering students in Malaysia. This paper aims to determine the student’s level of understanding on the PO learning domain and to analyze significant factors contributing to their PO attainment. A quantitative method using a questionnaire survey was adopted targeting a random probability sampling of respondents. Descriptive (percentage frequency, relative importance index) and statistical analyses (reliability, normality, correlation) were used to analyze the data. The findings show that the students perceived both POs as cognitive domains and they believed that lecturer’s roles in facilitating students on the subject matter has contributed significantly to their PO attainment. This study is limited to an engineering programme from one institution of higher learning (IHL) in Malaysia. However, the findings provide important insights on the students’ level of understanding of PO attributes and the OBE practices on CEP in the programme. This study can be extended to other IHLs to gauge the students’ understanding related to other PO attributes stipulated by the EAC.   Keywords: Programme Outcomes, Cognitive Domain, Problem Analysis, Design of The Solution, Engineering

scholarly journals HOW DO ENGINEERING STUDENTS REACT TO MEMORIZATION VS. PROBLEM ANALYSIS QUESTIONS ON EXAMS?

2020 ◽  
Author(s):  
Sarah DeDecker ◽  
Ryan Clemmer ◽  
Karen Gordon ◽  
Julie Vale
Keyword(s):  
Focus Groups ◽  
Knowledge Base ◽  
Engineering Students ◽  
Skill Development ◽  
Engineering Problem ◽  
Problem Analysis ◽  
High Grade ◽  
Learning Approaches ◽  
Contributing Factors ◽  
Study Approach

In engineering, problem analysis skill development is an important aspect of student learning. This skill development may be hindered by the use of surface learning approaches to obtain adequate performance on assessments. In this study, two focus groups were used to investigate reactions to memorization and problem analysis questions on engineering exams based on the nature of the course. Students are primarily motivated by grades and adopt a study approach that will allow them to achieve a high grade on a midterm exam based on the context of the course and contributing factors. When students are presented with memorization questions on an exam, they are more concerned with remembering the answer instead of using their knowledge base to solve the problem. When students perceive an exam will assess their problem analysis skills, they identified questions they have already seen before to be an unfair way to assess those skills. These results suggest that students employ different study approaches depending on the nature of the course and associated assessments. Therefore, exams should be designed with intent based on whether the instructor wants to assess their knowledge base or problem analysis skills.

scholarly journals Effective Implementation of Complex Engineering Problems and Complex Engineering Activities in Malaysian Engineering Curricular

2021 ◽  
Vol 17 (4) ◽  
pp. 170
Author(s):  
Che Maznah Mat Isa ◽  
Oh Chai Lian ◽  
Liew Chia Pao ◽  
Hamidah Mohd Saman ◽  
Che Khairil Izam Che Ibrahim ◽  
...  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Integrated Design ◽  
Industrial Training ◽  
Accreditation Council ◽  
Laboratory Courses ◽  
Outcome Based Education ◽  
Engineering Problems ◽  
Complex Engineering ◽  
Programme Outcomes

Abstract: The Engineering Accreditation Council Standard 2020 requires the stipulated 12 programme outcomes that address complex engineering problems (CEP) and complex engineering activities (CEA) to be incorporated in the engineering programmes. However, the implementation of outcome-based education with regards to CEP and CEA is still in the infancy stage. This study was carried out to give an overview of the implementation of complex engineering problems and activities in Malaysian engineering programmes in relation to the types of assessment used to address CEP and CEA, and the typical weightage and taxonomy level of CEP and CEA employed in these assessments. A survey questionnaire was administered to 256 engineering educators from 25 universities to enquire about the implementation of CEP and CEA in their engineering programmes, particularly in the online teaching and learning during the Covid19 pandemic. The findings showed that most of the programmes addressed complex engineering problems in assignments or projects as compared to final examinations or mid-term tests. Complex engineering activities were found to be addressed in Final Year Project, Industrial Training and Integrated Design Project and laboratory courses. The findings in this study could act as a guideline for educators to enhance the teaching and learning activities incorporating CEP and CEA elements, and hence facilitating the continual quality improvement for an engineering programme.   Keywords: Complex Engineering Problems, Complex Engineering Activity, Engineering Accreditation Council, Outcome-Based Education

Activity Based Learning: Overcoming Problems in Implementing OBE in Engineering Education During Transition Phase

2015 ◽  
Author(s):  
Sujata Wadhwa ◽  
Audrey Barlow ◽  
Siddharth Jadeja
Keyword(s):  
Engineering Education ◽  
Learning Process ◽  
Engineering Students ◽  
University Teaching ◽  
Cognitive Domain ◽  
Special Focus ◽  
National Board ◽  
Outcome Based Education ◽  
Grass Root Level ◽  
Teaching Learning

National Board of Accreditation, India has become the signatories of the Washington Accord adopting outcome based education guidelines in order to impart the quality education in engineering institutes [14]. Outcome Based education (OBE) requires thorough assessment and evaluation of the students individually, with special focus on the overall development of the students. OBE is based more on student centric learning and less on the role of a faculty or the content part (taught) which requires modifications at grass root level in the University teaching learning scheme. It demands a transition of a lecturer into a facilitator. It also requires a paradigm shift in teaching learning process in engineering education (EE) system as OBE focuses more on development of all the three learning domains, contradictory to the traditional teaching learning process which focuses more on development of the cognitive domain and psychomotor domain only. According to the World Bank Report, the modern volatile and complex world demands from the engineers the core employability skills like critical thinking, problem solving, creativity and innovation, collaboration skill, communication skill which must be developed and honed during the course tenure so that they could become competent global engineers [2] [3]. This paper brings forth the out of box thinking and implementation concept of the OBE for UG program, through activity based students’ engagement, specially designed activity to achieve Programme Educational Outcomes (PEOs), Programme Outcomes (POs) and Course Learning Outcomes (CLOs). It intends to solve the problem of large classes through the implementation of the FLIP classroom model. A six month activity based teaching learning model had been adopted for different streams, involving more than 1500 engineering students. The outcome/s achieved by each activity had been termed as Activity Outcomes (AOs). This paper discusses the problems encountered during the implementation of OBE frame work for large class [4] in context with Indian environment and also strives to provide some methods to implement activity based learning to achieve desirable outcomes.

scholarly journals Adjunctive cognitive remediation for schizophrenia using yoga: an open, non-randomised trial

2012 ◽  
Vol 24 (2) ◽  
pp. 91-100 ◽  
Author(s):  
Triptish Bhatia ◽  
Akhilesh Agarwal ◽  
Gyandeepak Shah ◽  
Joel Wood ◽  
Jan Richard ◽  
...  
Keyword(s):  
Cognitive Function ◽  
Randomised Trial ◽  
Cognitive Remediation ◽  
Cognitive Domain ◽  
Medium Effect ◽  
Major Depressive ◽  
Treatment As Usual ◽  
Cognitive Domains ◽  
Yoga Therapy ◽  
Persons With Schizophrenia

Background:Yoga therapy (YT) improves cognitive function in healthy individuals, but its impact on cognitive function among persons with schizophrenia (SZ) has not been investigated.Objective:To evaluate the adjunctive YT for cognitive domains impaired in SZ.Methods:Patients with SZ received YT or treatment as usual (TAU;n= 65,n= 23, respectively). Accuracy and speed for seven cognitive domains were assessed using a computerised neurocognitive battery (CNB), thus minimising observer bias. Separately, YT was evaluated among patients with bipolar I disorder (n= 40), major depressive disorder (n= 37) and cardiology outpatients (n= 68). All patients also received routine pharmacotherapy. Patients were not randomised to YT or TAU.Results:In comparison with the SZ/TAU group, the SZ/YT group showed significantly greater improvement with regard to measures of attention following corrections for multiple comparisons; the changes were more prominent among the men. In the other diagnostic groups, differing patterns of improvements were noted with small-to-medium effect sizes.Conclusions:Our initial analyses suggest nominally significant improvement in cognitive function in SZ with adjunctive therapies such as YT. The magnitude of the change varies by cognitive domain and may also vary by diagnostic group.

scholarly journals Assessment of Programme Outcomes Through Exit Survey of Chemical/Biochemical Engineering Students

2011 ◽  
Vol 18 ◽  
pp. 39-48 ◽  
Author(s):  
Nur Tantiyani Ali Othman ◽  
Rahaiza Misnon ◽  
Siti Rozaimah Sheikh Abdullah ◽  
Noorhisham Tan Kofli ◽  
Siti Kartom Kamarudin ◽  
...  
Keyword(s):  
Engineering Students ◽  
Biochemical Engineering ◽  
Exit Survey ◽  
Programme Outcomes

scholarly journals Developing a Learning Outcome-Based Question Examination Paper Tool for Universiti Putra Malaysia

2016 ◽  
Vol 9 (2) ◽  
pp. 132 ◽  
Author(s):  
Sa’adah Hassan ◽  
Novia Indriaty Admodisastro ◽  
Azrina Kamaruddin ◽  
Salmi Baharom ◽  
Noraini Che Pa
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Outcome ◽  
Teaching Plan ◽  
Outcome Based Education ◽  
Programme Outcomes ◽  
Examination Paper

<p class="apa">Much attention is now given on producing quality graduates. Therefore, outcome-based education (OBE) in teaching and learning is now being implemented in Malaysia at all levels of education especially at higher education institutions. For implementing OBE, the design of curriculum and courses should be based on specified outcomes. Thus, the challenge for the assessment is that it should be capable of measuring whether intended outcomes have been achieved or not. Likely, by assisting lecturer in preparing examination paper that aligns with the specified outcomes is something that can help to ensure the implementation of OBE. Hence, this paper describes the development of a tool for generating question examination paper based on learning outcomes, called Learning Outcome-based Question Examination paper Tool (LoQET). LoQET is proposed for assisting lecturer in Universiti Putra Malaysia for preparing examination paper based on programme outcomes and learning outcomes set in the teaching plan and assessment entries.</p>

scholarly journals Orientation and verbal fluency in the English Longitudinal Study of Ageing: modifiable risk factors for falls?

2018 ◽  
Vol 31 (10) ◽  
pp. 1491-1498 ◽  
Author(s):  
T. O. Smith ◽  
S. R. Neal ◽  
G. Peryer ◽  
K. J. Sheehan ◽  
M. P. Tan ◽  
...  
Keyword(s):  
Older Adults ◽  
Longitudinal Study ◽  
Verbal Fluency ◽  
Functional Performance ◽  
Community Dwelling ◽  
Cognitive Domain ◽  
Cognitive Domains ◽  
Risk Factors For Falls ◽  
Prospective Longitudinal ◽  
English Longitudinal Study

ABSTRACTObjectives:To determine the relationship between falls and deficits in specific cognitive domains in older adults.Design:An analysis of the English Longitudinal Study of Ageing (ELSA) cohort.Setting:United Kingdom community-based.Participants:5197 community-dwelling older adults recruited to a prospective longitudinal cohort study.Measurements:Data on the occurrence of falls and number of falls, which occurred during a 12-month follow-up period, were assessed against the specific cognitive domains of memory, numeracy skills, and executive function. Binomial logistic regression was performed to evaluate the association between each cognitive domain and the dichotomous outcome of falls in the preceding 12 months using unadjusted and adjusted models.Results:Of the 5197 participants included in the analysis, 1308 (25%) reported a fall in the preceding 12 months. There was no significant association between the occurrence of a fall and specific forms of cognitive dysfunction after adjusting for self-reported hearing, self-reported eyesight, and functional performance. After adjustment, only orientation (odds ratio [OR]: 0.80; 95% confidence intervals [CI]: 0.65–0.98, p = 0.03) and verbal fluency (adjusted OR: 0.98; 95% CI: 0.96–1.00; p = 0.05) remained significant for predicting recurrent falls.Conclusions:The cognitive phenotype rather than cognitive impairmentper semay predict future falls in those presenting with more than one fall.

An Evaluation of Students’ Practical Intelligence and Ability to Diagnose Equipment Faults

2012 ◽  
pp. 328-349 ◽  
Author(s):  
Zol Bahri Razali ◽  
James Trevelyan
Keyword(s):  
Engineering Students ◽  
Practical Knowledge ◽  
Empirical Studies ◽  
Engineering Practice ◽  
Practical Intelligence ◽  
Laboratory Equipment ◽  
Outcome Based Education ◽  
Hands On ◽  
Laboratory Experiences ◽  
Intelligence Scores

Empirical studies suggest that practical intelligence acquired in engineering laboratories is valuable in engineering practice and could also be a useful learning outcome that is a result from a laboratory experience. To prove this, the author started a project to understand further about the practical learning outcomes from traditional laboratory classes. When tools used by psychologists were applied to measure practical intelligence in an electronics laboratory class, not only could a significant gain in hands-on practical intelligence be measured, but students’ ability to diagnose equipment faults could also be predicted. For the first time, therefore, the author can demonstrate that there are real advantages inherent in hands-on laboratory classes, and supported by Outcome Based Education (OBE) method, it is possible to measure this advantage. It is possible that measurements of practical intelligence may reveal new and more powerful ways for students to acquire practical knowledge. The results firstly demonstrate the ability to devise effective ways to assess the outcomes of practical intelligence acquired by engineering students from their laboratory experiences. The results from the study show that the score on practical intelligence outcomes is proportional with the outcomes of the ability in diagnosing equipment faults. Therefore, the novel results suggest that practical intelligence scores predict the ability to diagnose experiment faults for similar laboratory equipment.

scholarly journals Cognitive Functions Predict Trajectories of Sleepiness Over 10 Years: A Population-Based Study

2020 ◽  
Author(s):  
Ann D Cohen ◽  
Yichen Jia ◽  
Stephen Smagula ◽  
Chung-Chou H Chang ◽  
Beth Snitz ◽  
...  
Keyword(s):  
Daytime Sleepiness ◽  
Sleep Disturbances ◽  
Population Based ◽  
Cognitive Domain ◽  
Subjective Memory Complaints ◽  
Subjective Memory ◽  
Cognitive Changes ◽  
Cognitive Domains ◽  
Memory Complaints ◽  
Latent Trajectory

Abstract Background Excessive daytime sleepiness is associated with chronic disorders of aging and mortality. Because longitudinal data are limited on the development of sleep disturbances and cognitive changes in older adults, we investigated the demographic, clinical, and cognitive predictors of self-reported daytime sleepiness over a period of 10 years. Methods We jointly modeled latent trajectories over time of sleepiness, cognitive domains, and informative attrition and then fit models to identify cognitive trajectories and baseline characteristics that predicted the trajectories of sleepiness. Results Three latent trajectory groups were identified: emerging sleepiness, persistent sleepiness, and consistently low daytime sleepiness accounting for attrition in all groups. Compared with low sleepiness, emerging sleepiness was significantly associated with declining attention and subjective memory complaints; persistent sleepiness was associated with lower baseline scores in all cognitive domains, declining language trajectory, and more subjective memory complaints. Conclusions These findings suggest that persistent sleepiness and emerging daytime sleepiness are associated with cognitive decline and multiple morbidities, albeit more subtly in emerging daytime sleepiness. Furthermore, these data suggest that change in the cognitive domain of attention and subjective memory complaints may be early indicators of future sleep disturbance.

Sign in / Sign up

Export Citation Format

Share Document