Evaluation of Undergraduate Students in Construction and Project Management Course in Term of Cognitive, Psychomotor & Affective Domain: A Case Study on Civil Engineering Students in UiTM Sarawak, Malaysia

  • Noor Azland Jainudin
  • Iskanda Openg
  • Amir Nazaruddin
  • Jamil Matarul
  • Maureen Neging

Abstract

One of the required courses for Diploma of Civil Engineering students at Universiti Teknologi MARA is Construction and Project Management (UiTM). This course is essential for students to take before involving the construction sector after graduation. The course objectives are to guarantee that students can describe their understanding of engineering management abilities in the construction industry. This research paper is conducted to assess the performance of civil engineering students who study the project and construction management course in UiTM Sarawak. The evaluation has been analyzed based on the previous four (4) semesters which are the results for July 2018, January 2019, July 2019 and January 2020. A total of 231 students had their performance measured in this study. The study's findings showed that, the performance of the students related to psychomotor and affective domains achieved more than 70% since the last four (4) semesters. Meanwhile, the performance in the cognitive domain ranges between 80 - 92% passing rate. This indicates that the performance of civil engineering students is excellent in conducting Microsoft Project and Autocad Software in their project (psychomotor domain). However, the knowledge of the engineering management skills in the construction industry (cognitive domain) needs some improvement as the average achievement on cognitive is just 55% - 60%. The findings of this study also assist lecturers in determining the performance and understanding of civil engineering students enrolled in construction and project management courses.

References

Ahmed, S. M., Yaris, C., Farooqui, R. U., & Saqib, M. (2014). Key attributes and skills for curriculum improvement for undergraduate construction management programs. International Journal of Construction Education and Research, 10, 240–254.
Bhattacharjee, S., Ghosh, S., Young-Corbett, D. E., & Fiori, C. M. (2013). Comparison of industry expectations and student perceptions of knowledge and skills required for construction career success. International Journal of Construction Education and Research, 9, 19–38.
Crowley, L.; J. Dolle; B. Litchfield; R. Price. (2001). Engineering Emotional Intelligence: Course Development and Implementation. ASEE Annual Conference Proceedings, 2001 ASEE Annual Conference and Exposition: Peppers, Papers, Pueblos and Professors, 2001, Jun 24-27 2001, Albuquerque, NM: 285-4309.
Engineering Technology Programme Accreditation Manual, 2015.
Jay P. Christofferson PH.D., Kristen Wynn & Jay S. Newitt PH.D. (2006) Assessing Construction Management Higher Education Strategies: Increasing Demand, Limited Resources, and Over-Enrollment, International Journal of Construction Education and Research, 2:3, 181-192.
Marcel Maghiar, Diana Sturges, Trent Maurer & Mike Jackson (2015) Exploration of Student Perceptions, Behaviors and Academic Performance in Construction Management Classes, International Journal of Construction Education and Research,11:4, 241-256.
Ministry of Higher Education Blueprint 2015-2025.
Mitchell, G. W., Skinner, L. B., & White, B. J. (2010). Essential soft skills for success in the twentyfirst century workforce as perceived by business educators. Delta Pi Epsilon Journal, 52(1), 43-53.
Published
2021-08-01
How to Cite
JAINUDIN, Noor Azland et al. Evaluation of Undergraduate Students in Construction and Project Management Course in Term of Cognitive, Psychomotor & Affective Domain: A Case Study on Civil Engineering Students in UiTM Sarawak, Malaysia. International Journal of Advanced Research in Education and Society, [S.l.], v. 3, n. 2, p. 168-173, aug. 2021. ISSN 2682-8138. Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/14575>. Date accessed: 09 dec. 2021.
Section
Articles