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The entrance-exit survey (EES) is a good tool to measure the student’s perceived level of course comprehension while the Continuous Evaluation (CE) was carried out to access the actual student performance. This paper evaluates the PO attainment for the Electric Circuit II course as measured using both EES and CE methods. The samples of 76 students in part three from the Diploma in Electrical Engineering Electronic (EEE111) and Diploma in Electrical Engineering Power (EE112), that enrolled in the course from October 2021 to February 2022 are used in this study. Out of twelve PO provided by the Engineering Technology Accreditation Council (ETAC) for the engineering curriculum program, three PO were linked to this course which are PO1, PO2, and PO4. A total of nineteen survey questions regarding the course content were distributed at the beginning and end of the course and all questions were mapped to the designated PO for analysis. The cognitive and psychomotor aspects are the focus of the knowledge domain associated with the three PO. Aside from that, the PO attainment was also performed using 65% as the specified program achievement requirements. The findings may imply that entry-exit surveys are one method of capturing students' perceived attainment of the targeted learning outcomes, and they may give light to the development of course evaluation measures in general.
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In-Text Citation: (Anuar et al., 2023)
To Cite this Article: Anuar, N. H. K., Othman, N., Kasuan, N., Muhamad, N. A., Majid, M. A., & Saat, E. H. M. (2023). An Evaluation of the Student Entrance-exit survey (EES) and PO Score for the Electric Circuit II Course. International Journal of Academic Research in Progressive Education and Development, 12(1), 251–260.
Copyright: © 2023 The Author(s)
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