An Assessment of the Program Outcome (PO) Scores for Fluid Mechanics 1 (MEC441) Obtained from the Exit Entrance Survey (EES)
List of Authors
Azli Abd Razak, Fauziah Jerai, Mohd Hanif Mat@Muhammad
Keyword
OBE, Entrance-exit Survey, Program Outcome (PO), Course Outcome (CO)
Abstract
The assessment of program learning outcomes for the purpose of continuous quality enhancement and evaluation has attracted considerable global attention within higher educational institutions. This is attributable to the fact that student evaluations possess the capacity to elevate the quality of education and the learning outcomes associated with specific courses. This article investigates the attainment of Programme Outcomes (PO) for the Fluid Mechanics 1 course undertaken by Bachelor of Mechanical Engineering students at UiTM Shah Alam. This research employs data derived from 86 students who enrolled in the MEC441 course for the October 2023 – February 2024 semester. In order to assess the level of achievement, an Exit Entrance Survey was utilized to juxtapose student responses regarding analogous questions posed at both the commencement and conclusion of the semester. Among the eleven Programme Outcomes delineated by the Engineering Accreditation Council (EAC) for the engineering curriculum, three outcomes—specifically PO1, PO2, and PO3—were associated with this course. The cognitive dimensions represent the focal point of the knowledge domain pertinent to these three POs. Additionally, the attainment of POs was evaluated against a threshold of 65%, which is stipulated as the program's achievement requirement. The findings suggest that entry-exit surveys serve as a viable method for capturing students' perceived achievement of the targeted learning outcomes, thereby offering insights into the formulation of course evaluation strategies in a broader context. Survey results indicated that more than 60% of students demonstrated outstanding performance in Course Outcome 3 (CO3), achieving ratings classified as "excellent," "very good," and "good.". Furthermore, over 90% of students surpassed the satisfactory level in Program Outcome 3 (PO3). Conversely, the findings indicate a discrepancy between the assessments of PO1 and PO2 and the student perceptions expressed in assignment, test, and final examination evaluations. A variety of reflective methodologies were recommended to enhance the conditions pertaining to CO1:PO1 and CO2:PO2.