A Comparative Analysis between Direct and Indirect Measurement of Year I Integrated Project

Autor/inn/en	Abdullah, Siti Rozaimah Sheikh; Mohamad, Abu Bakar; Anuar, Nurina; Markom, Masturah; Ismail, Manal; Rosli, Masli Irwan; Hasan, Hassimi Abu
Titel	A Comparative Analysis between Direct and Indirect Measurement of Year I Integrated Project
Quelle	In: International Education Studies, 6 (2013) 6, S.143-150 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Engineering Education; Curriculum Development; Course Descriptions; Integrated Curriculum; Curriculum Implementation; Comparative Analysis; Information Seeking; Lifelong Learning; Communication Skills; Teamwork; Student Centered Curriculum; Active Learning; Academic Achievement; Outcomes of Education; Problem Solving; Independent Study; Evaluation Methods; Educational Benefits; Teacher Expectations of Students; College Students; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Ingenieurausbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursstrukturplan; Informationserschließung; Life-long learning; Lebenslanges Lernen; Kommunikationsstil; Aktives Lernen; Schulleistung; Lernleistung; Schulerfolg; Problemlösen; Selbststudium; Bildungsertrag; Collegestudent
Abstract	The Integrated Project (IP) has been practised in the Department of Chemical and Process Engineering (JKKP) since the 2006/2007 session. Initially, the IP is only implemented for the Year II students for both Chemical (KK) and Biochemical Engineering (KB) programmes. Previously, the Year 1 curriculum was only based on the common faculty courses. Starting in the 2010/2011 session, a new curriculum was introduced for Year I with some reshuffling of the courses offered, in which the programme syllabuses are tailored to the offered departmental offerings starting in Year I. Based on the new curriculum, the students registered under the KK and KB programmes have undergone the IP since Semester I of their first-year studies. This implementation project encourages and gives the opportunity to students to take part in the open-ended problem-solving project. The students are trained to obtain information independently through lifelong learning, communication skills in terms of written and oral communications and identify the current issues and involve team work. The training can reduce the phenomenon of student dependence on lecturers or "spoon-feeding" to obtain information in order to understand a theory of learning. The exposure could also transform the learning scenario from lecture-centred to student-centred learning, which requires students to participate more actively in the learning process. The student achievement of the programme outcomes (POs), which has been set in terms of lecturer assessment (direct measurement) and student perception through questionnaires (indirect measurement), was compared at the end of the implementation of the IP in Semester II of the 2011/2012 session. From the comparison, it was found that both measurement methods gave very similar results for all the outlined POs with insignificant differences detected between the POs. This proves that the students gain benefits through the implementation of the IP which are in line with the lecturers' expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01