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

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.

Enhancing Fuzzy Inference System-Based Criterion-Referenced Assessment with a Similarity Reasoning Technique

A search in the literature reveals that the use of fuzzy inference system (FIS) in criterion-referenced assessment (CRA) is not new. However, literature describing how an FIS-based CRA can be implemented in practice is scarce. Besides, for an FIS-based CRA, a large set of fuzzy rules is required and it is a rigorous work in obtaining a full set of rules. The aim of this chapter is to propose an FIS-based CRA procedure that incorporated with a rule selection and a similarity reasoning technique, i.e., analogical reasoning (AR) technique, as a solution for this problem. AR considers an antecedent with an unknown consequent as an observation, and it deduces a conclusion (as a prediction of the consequent) for the observation based on the incomplete fuzzy rule base. A case study conducted in Universiti Malaysia Sarawak is further reported.

Relationship between Accuracy in Ability Perception, Academic Performance, and Metacognitive Skills among Engineering Undergraduates

A quantitative study using cross-sectional descriptive research design was conducted to investigate engineering undergraduates’ accuracy in perception of cognitive ability and its relationship with academic achievement and metacognitive skills. A total of 465 second year UTM students from an engineering degree programme were involved in the study. Results of their cognitive ability tests were compared to responses from self-report assessments of matched domains of ability. The discrepancy between tested and self-reported responses was then compared to academic achievement and metacognitive skills. Results indicate that high achievers are more accurate in their perception of their ability compared to students with lower level of achievement. Similar patterns were observed for metacognitive skills where undergraduates with the most accurate perception of ability show the highest level of metacognitive skills. Results also show significant positive correlation between metacognitive skills and academic achievement. Accuracy of one’s perception of ability may have something to do with the ability to think about thinking (metacognition). Findings from this study would not only provide evidence regarding the role of metacognition in influencing perception of ability and the possible outcome on academic achievement, but more importantly, such information can have an impact on the process of teaching and learning as well as academic advising. Steps in helping students to increase their metacognitive skills and gain more accurate estimation of their ability are suggested.

Curriculum Initiatives to Help Engineering Students Learn and Develop

This chapter discusses two sets of initiatives: the first set aims to improve student learning in engineering through the use of computer simulations and Problem-Based Learning, and the second set aims to help students grow through building community and developing their sense of identity as engineers. The chapter shows how these initiatives have been underpinned by viewing learning as participation and not simply acquisition of knowledge, by embracing knowing, acting, and being as three pillars of curriculum design, and by recognising the important role that variation plays in learning. It also discusses other frameworks that have been drawn on, namely pedagogies of engagement, Problem-Based Learning, learning through computer simulations, and learning outside the classroom. The chapter concludes after describing each of these sets of initiatives in some detail.

Using Multiple Methods in Assessing Oral Communication Skills in the Final Year Project Design Course of an Undergraduate Engineering Program

Engineering education researcher Rogers (2006) proposed that an assessment of engineering programs should use a multi-method approach to maximize validity and reduce the biasness of any one approach. Based on this reason, this study used two methods in the direct assessment of oral communication skills performance outcome of an undergraduate electrical engineering students’ Final Year Project (FYP) design experience. In the first method, the Oral Communication Assessment Rubrics adapted from Norback et al. (2008) was tested for its reliability, consistency in the scores and ease of use. This was to ensure that the results were descriptive of the expected students’ performance (Miller & Olds, 1999). Once faculty rater reliability was achieved and verified, the rubrics were refined and redrafted to obtain inter-rater scores for the assessment of the oral communication skills during the FYPII seminar presentation. Descriptive statistics were used to draw inferences from the inter-rater scores. In the second method, the researcher used the final grades of these students which were obtained from the faculty end-of-course assessment of their FYPII seminar presentation through the use of the faculty Seminar Evaluation Form (SEF). The scores obtained from SEF were reported in the Course Assessment Summary Report (CASR) in the form of the achieved Key Performance Indicator (KPI) of the students in each department in the Electrical Engineering Faculty (FKE).

A Problem-Based Laboratory (PBLab) Model for an Electrical Engineering Program

A problem-based laboratory (PBLab) has replaced the conventional instructional based laboratory in Universiti Teknologi Malaysia (UTM) since 2007. The 4th Year Electrical Engineering Laboratory is part of the curriculum of the Bachelor of Engineering (Electrical) program known as the SEE program. The initiative to replace the conventional 4th year laboratory was derived from various issues including feedbacks obtained from former students, industry, and the Engineering Accreditation Council (EAC) that evaluated the program in 2005. This chapter presents an implementation model of a problem-based laboratory (PBLab) that was established as one of the core courses in the SEE program and has been running for the past four years. The preparations made as well as the tools developed to support the implementation of the PBLab will be the main points of elaboration in the chapter. This is followed by description of the of the PBLab model in terms of laboratory conduct, facilitation, activities, and evaluation criteria. Analysis on the performance of students who had undergone the PBLab, particularly, the acquisition of generic skills is included. Finally, examples of feedbacks from the students are highlighted as these are the indicators to measure the level of acceptance towards the overall implementation of the PBLab.

A Guide to the Art of Crafting Engineering Problems for Problem-Based Learning (PBL)

An effective problem is the heart of problem-based learning (PBL). Problems play an important role in achieving learning outcomes, assessing learning process, providing a learning context, stimulating thinking skills, and catering for teaching and learning activities. Although a number of criteria that characterize effective PBL problems have been identified in the literature, crafting problems according to the criteria is a challenging task for these problem crafters in most disciplines, especially engineering. The aim of this chapter is to propose a PBL problem crafting framework and describe techniques to craft engineering problems. The problem crafting framework consists of five interrelated principles representing the characteristics of effective problems which have been identified and extracted from literature articles. These principles are aligned with the objectives of how to use problems as the basis for learning. As a guide, a sample problem is included to demonstrate the technique, and how the problem has been mapped to the five principles of effective engineering problems. Feedbacks from students are included to put forth their perspectives on the effectiveness of these engineering problems.

Implementing Online Assessment for Summative Purpose in an Electronic Engineering Course

A computer-based approach of academic online assessment has been implemented in electronic engineering course in Universiti Tun Hussein Onn Malaysia (UTHM). The implementation of online assessment method is seen as an alternative to conventional assessment method used for years. Unlike the conventional approach, the online assessment does not require the students and lecturer to be in one place for the purpose of evaluation. The online assessment system enables the ease-of-use performance, functionality and flexibility in such a way that lecturers are able to ensure and maintain the objective of specified assessment. The purpose of this chapter is to present a first attempt in implementing the online assessment to first year students in electronic engineering course. This study was implemented to investigate the effectiveness of using e-learning platform as an assessment tool. The result obtained from online assessment is then compared with the paper-based assessment in term of students’ performance and the difficulty of questions. It is concluded that the implementation of this online assessment is an effective means to hold an assessment, and thus, could become an alternative to the conventional assessment approach.

Use of Computer Algebra Systems in Teaching and Learning of Ordinary Differential Equations among Engineering Technology Students

This chapter describes the computer algebraic system, Maple, used to enhance engineering technology students’ understanding in learning ordinary differential equations (ODE). Ten undergraduate students studying industrial automation and robotics technology were selected to be the participants. They were required to enroll in engineering mathematics as the prerequisite for control system and robotics subject. Engineering mathematics is commonly taught using the traditional approach but the lecturer as a researcher introduced Maple as an alternative teaching approach to engage students in the learning of differential equations. The students were interviewed after using Maple for solving mathematics problems. It was found that these students managed to visualize the solutions of the given mathematics problems. The learning of differential equations has become meaningful in such a way that they could see the relationship between mathematics and its application in the real world.

Realizing Desired Learning Outcomes in Undergraduate Mathematics

STEM education at UTM uses the OBE model in its effort to ensure its students are qualified and able to compete in a climate of global development and technological advancement. In line with this, the authors embarked in transforming their teaching and learning approaches to meet these demands. In this chapter, they share some of their experiences in coping with the challenges of changing teaching practices to accommodate OBE. In redesigning the Engineering Mathematics course, the authors started by looking at meaningful mathematical learning and identifying skills that could be integrated with teaching. They used this information in helping to determine the desired learning outcomes. Then, they examined the relationship between the content, assessment, and teaching and learning approaches. For successful mathematical learning, they believed that students should participate actively in the knowledge construction, develop flexible thinking skills, be able to communicate their knowledge, and become independent learners. The authors discussed the strategies they designed and employed in engaging students with the subject matter as well as to initiate and support students’ thinking and communication in the language of mathematics. Indications of students struggle, progress, and growth that were taking place and the difficulties encountered in the research implementation are highlighted.