Performance of Students in Solid Mechanics Course and the Role of Fundamental Courses for Engineering Diploma Programme

Shahrul Nizam Mohammad, Nurul Izziyantie Mat Noor, Narita Noh, Norizzati Ibrahim and Muhammad Bazli Faliq Mohd Puaad
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Shahrul Nizam Mohammad: Civil Engineering Studies, College of Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang, 81750 Masai, Johor, Malaysia
Nurul Izziyantie Mat Noor: Civil Engineering Studies, College of Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang, 81750 Masai, Johor, Malaysia
Narita Noh: Civil Engineering Studies, College of Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang, 81750 Masai, Johor, Malaysia
Norizzati Ibrahim: Civil Engineering Studies, College of Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang, 81750 Masai, Johor, Malaysia
Muhammad Bazli Faliq Mohd Puaad: Civil Engineering Studies, College of Engineering, Universiti Teknologi MARA Cawangan Johor, Kampus Pasir Gudang, 81750 Masai, Johor, Malaysia

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3s, 4338-4349

Abstract: This study investigates student performance in Solid Mechanics in a Civil Engineering diploma program in Malaysia that uses Outcome-Based Education (OBE). The study evaluates the association between fundamental course performance and success in Solid Mechanics, using data from 72 students. The study takes a mixed-methods approach that includes grade distribution analysis and assessment component evaluation. Tests and assignments each contribute for 20% of the total score and the final exam accounting for 60% of the total score of Solid Mechanics. Students scored an average of 50.4% on the test evaluation, 81.8% on the assignment and 51.9% on the final exam. The results show an 80.6% of total 72 students pass in Solid Mechanics, with a bell-shaped grade distribution that is somewhat negative. The majority of students received grades in the B to C range, demonstrating adequate course calibration. Individual assessment components had variable success percentages, with 91.7% for assignments, 55.6% for test, and 59.7% for the final exam. Furthermore, the study discovered a connection between performance in foundational courses such as Calculus and Physics with the success in Solid Mechanics. Students with poor Calculus skills were more likely to fail Solid Mechanics, even when they performed quite well in Physics. This finding emphasizes the importance of fundamental courses in understanding and comprehending Solid Mechanics concepts. The study’s findings include the need for focused interventions to assist struggling students and the establishment of early intervention programs. These findings contribute to the increasing body of research on engineering education in Malaysia, providing valuable insights for curriculum design and teaching practices in OBE-based engineering programs.

Date: 2024
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