ISSN: 2226-6348
Open access
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.
Abedin, N. F. Z., Taib, J. M., & Jamil, H. M. T. (2014). Comparative Study on Course Evaluation Process: Students’ and Lecturers’ Perceptions. Procedia - Social and Behavioral Sciences, 123, 380–388. https://doi.org/10.1016/j.sbspro.2014.01.1436
Adams, N. E. (2015). Bloom’s taxonomy of congnitive learning objectives. Journal of the Medical Library Association, 103(July), 152–153.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4511057/
Adesoji, F. A. (2018). Bloom Taxonomy Of Educational Objectives And The Modification Of Cognitive Levels. Advances in Social Sciences Research Journal, 5(5).
https://doi.org/10.14738/assrj.55.4233
BEM. (2020). Engineering Technician Education Programme Accreditation Standard 2020. In Engineering Accreditation Council (Issue May).
Chandna, V. K. (2016). Course outcome assessment and improvement on weak student. Proceedings of the 2015 IEEE 3rd International Conference on MOOCs, Innovation and Technology in Education, MITE 2015, 38–40.
https://doi.org/10.1109/MITE.2015.7375284
Krathwohl, A. dan. (2001). Anderson and Krathwohl - Understanding the New Version of Bloom ’ s Taxonomy The Cognitive Domain?: Anderson and Krathwohl - Bloom ’ s Taxonomy Revised. A Succinct Discussion of the Revisions to Bloom’s Classic Cognitive Taxonomy by Lorin Anderson and David Krathwohl and How to Use Them Effectively, 41(2).
Milne, A. J. B., Fraser, R., & Chow, N. (2014). First-year versus fourth-year and online versus Paper-and-pencil responses to a graduate attribute self-assessment tool and exit survey. 1–6.
Mutlu, E., Altunbas, B. B., & Kambur, S. (2022). Taxonomic Investigation of Affective Domain Objectives in the Life Science Curriculum. Hacettepe Egitim Dergisi, 37(1), 188–203. https://doi.org/10.16986/HUJE.2020063462
Othman, N. T. A., Misnon, R., Abdullah, S. R. S., Kofli, N. T., Kamarudin, S. K., & Mohamad, A. B. (2011). Assessment of programme outcomes through exit survey of Chemical/Biochemical Engineering students. Procedia - Social and Behavioral Sciences, 18, 39–48. https://doi.org/10.1016/j.sbspro.2011.05.007
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), 231–239.
Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode