From Currents to Challenges: Understanding the Impact of the Covid-19 Pandemic on Engineering Hydrology Education and Student Performance

Muhamad Faizal Pakir Mohamed Latiff
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Muhamad Faizal Pakir Mohamed Latiff: Civil Engineering Studies, College of Engineering, Universiti Teknologi MARA, Cawangan Pulau Pinang, Permatang Pauh Campus, 13500 Pulau Pinang, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 11, 2004-2015

Abstract: Background and Purpose: The COVID-19 pandemic has profoundly impacted higher education, necessitating a rapid transition to online learning modalities. This shift has prompted a reassessment of instructional methodologies and student outcomes, particularly in disciplines like engineering hydrology that depend on hands-on learning and applied knowledge. This study explicitly aims to (1) evaluate the impact of online learning on student performance in engineering hydrology, (2) identify instructional adaptations and challenges, and (3) provide insights for future educational enhancements in the post-pandemic era. Methodology: A mixed-methods approach incorporating data triangulation was employed to examine the impact of the COVID-19 pandemic on engineering hydrology education. Quantitative data covering final results obtained by students every semester from June 2019 to February 2024 were analyzed to identify trends over time. This included course enrollment figures, student performance metrics, and learning outcomes. Additionally, qualitative insights from faculty perspectives and student experiences were gathered through interviews and surveys, enhancing the contextual understanding of the quantitative findings and providing a nuanced perspective on the challenges and opportunities in remote learning. Findings: Analysis of student performance data revealed fluctuating trends in pass rates and failure percentages across semesters. Initially, a shift to online learning during the pandemic improved some student outcomes; however, the return to face-to-face mode posed challenges in adapting back to traditional assessment formats. With faculty support, students gradually adapted to in-person exams, and performance trends began to stabilize. Contributions: This study contributes to a deeper understanding of the unique challenges in engineering hydrology education during the pandemic and provides a basis for developing adaptive instructional practices that can be utilized in the post-pandemic era. By highlighting the importance of data triangulation and combining quantitative and qualitative insights, this research informs strategies for enhancing educational quality and resilience in engineering education.

Date: 2024
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