Students' Feedback on Integrated Project after 5

Available online at www.sciencedirect.com

Procedia - Social and Behavioral Sciences 60 (2012) 21 – 29

UKM Teaching and Learning Congress 2011

Students’ Feedback on Integrated Project after 5-Years Implementation in Chemical and Biochemical Engineering Programme Siti Rozaimah Sheikh Abdullaha,b,*, Mohd Sobri Takriffa,b, Abu Bakar Mohamadb, Noorhisham Tan Koflia,b, Rahaiza Misnonb, Manal Ismailb, Nurina Anuarb, Sharifah Najiha Badarb a

b

Centre for Engineering Education Research, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia Departmet of Chemical and Process Engineering, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia

Abstract Integrated Project (IP) has become a synonym for students and lecturers in the Department of Chemical and Process Engineering (JKKP), Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM) since it was first introduced in the first semester of Session 2006/2007. Now it has already reached five years of implementation with three batches of JKKP graduates who has completely undergone the process of learning and teaching through IP in the department. Since its implementation, JKKP has distributed questionnaires to prospective graduates during annual Graduate Event which is held at the end of the second semester of each academic session to celebrate the fourth-year students that will be graduated. The findings of the questionnaire from the three groups of students are analyzed and compared to see the effectiveness of its implementation from the student perspective. The results obtained show that all the three batches of students have reflected that IP is very valuable to them in their learning process and suggested that this implementation need to be continued in the future. The agreement level from the three batches of student on each statement asked in the questionnaire about the benefits obtained through IP regarding to the application of basic knowledge, such as soft skills (lifelong learning, communication, identification of current issues), knowledge of software design is about 70 -90%. © 2011 2011Published PublishedbybyElsevier Elsevier Selection and/or reviewed responsibility of theTeaching UKM Teaching and Learning © Ltd.Ltd. Selection and/or peer peer reviewed underunder responsibility of the UKM and CongressCongress 2011. 2011 Learning Keywords: Integrated project; life-long learning; communications; team work; generic skills

1. Introduction Since the adoption of the Outcome Based Education (OBE) system in the Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM) in Semester I 2005/2006 (Mohd Nor et al. 2006), the Department of Chemical and Process Engineering (JKKP) has begun to implement an Integrated Project (IP) in

* Corresponding author. Tel: +6-03-8921-6407; fax: +6-03-8921-6148. E-mail address: [email protected].

1877-0428 © 2011 Published by Elsevier Ltd. Selection and/or peer reviewed under responsibility of the UKM Teaching and Learning Congress 2011 doi:10.1016/j.sbspro.2012.09.341

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Siti Rozaimah Sheikh Abdullah et al. / Procedia - Social and Behavioral Sciences 60 (2012) 21 – 29

the department for Year II students in session 2006/2007 (Abdullah et al. 2007; Takriff et al. 2007). IP is a project similar to the plant design project as generally conducted in the Chemical and Biochemical Engineering Program during final year academic study. It is implemented in each semester in the second and third year academic study as a group assignment which combines all the departmental courses in each semester. It was introduced so that students can integrate knowledge and theory acquired in each semester in the form of project assignments, as well as to reduce the burden on students by having to complete an IP in every semester (Abdullah et al. 2011a; 2011b). The method on how the IP task is being implemented and delivered as well as the process improvements to the IP was well described in details in Abdullah et al. (2008). As of Semester II 2010/2011, the IP in JKKP has gone through five years of its implementation in which there were three groups of JKKP graduates who had completely undergone the process of learning and teaching through IP. To evaluate the effectiveness of the implementation of IP, questionnaires were distributed in each Graduate Friendly Event at the department. Three batches of graduates who have gone through the complete exercise of IP since their second year until their third year of study at JKKP were graduates in the sessions of 2008/2009, 2009/2010 and 2010/2011. The results of this survey are analyzed and compared to assess the effectiveness of IP implementation, especially on its impact on generic skills over the past five years of its implementation at JKKP. 2. Research Methodology Questionnaire Forms of Integrated Project Implementation were distributed to prospective graduates in Chemical Engineering (KK) and Biochemical Engineering (KB) programs at three Graduate Events which were held at the end of Semester II in Session 2008/2009, 2009/2010 and 2010/2011. It contains six main parts. The first part (Part A) is about the demographics of the respondents regarding with gender, race, and program of the respondents. Next, the second part (Part B) is the statement on the IP implementation which accounted for its delivery, improvement, duration of the project, contribution, collaboration between team members and lecturers, the use of technical skills, and infrastructure facilities in JKKP. Part C also requires the respondent to provide feedback on the contents of the Integrated Project in relation to the adequacy of the scope and course content, understanding and strengthening the concept of engineering, correlation and integration between departmental courses, the level of learning difficulty, and exposure on concept and practice of sustainability. Generic skills are addressed in the next section of Part D. Respondents are required to provide feedback on group work, exposure to diversity in a group, communication skills in written and oral, self-solving problem, search updated information from various sources, understanding of engineering issues, as well as data analysis and interpretation. Lastly, Part E contains the statements of the disclosure and application of software process simulators such as HYSIS ®, ICON ®, and SUPERPRO ® during completing IP task. The students are assessed based on the exposure to software, the application of software in project, and how this engineering design tools in integrating the involved departmental courses. 3. Results and Discussions 3.1. General Information Table 1 shows the number of students involved in this questionnaire in the three dedicated sessions. There were 77 registered final year students of Chemical Engineering (KK) and Biochemical Engineering (KB) programs for Session 2008/2009. Only 47 students had given their response in the questionnaire. 64% of students involved in this questionnaire were KK student and the rest were KB student. For Session 2009/2010, the total registered students for both programs were 82. Table 1 show that only 57 students who had responded with 74% were KK students and the rest were KB students. In Session 2010/2011, there were a total of 89 students for both programs. Only 41 students had responded with 76% of students involved were KK students, while 24% were KB students.

51

26

77

Biochemical Engineering (KB)

Total

No. of Student

Chemical Engineering (KK)

Program

Sessions

47

17

30

No. of Respondent

-

65.4

58.8

% Respondent

Session 2008/2009

82

28

54

No. of Student

57

15

42

No. of Respondent

-

53.6

77.8

% Respondent

Session 2009/2010

89

28

61

No. of Student

Table 1. Number of student of KK and KB who involved in the questionnaire on the effectiveness of the implementation of IP in 2008/2009, 2009/2010 and 2010/2011 sessions.

Siti Rozaimah Sheikh Abdullah et al. / Procedia – Social and Behavioral Sciences 00 (2011) 000–000

41

10

31

No. of Respondent

Session 2010/2011

-

35.7

50.8

% Respondent

Siti Rozaimah Sheikh Abdullah et al. / Procedia - Social and Behavioral Sciences 60 (2012) 21 – 29 23

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3.2. Integrated Project Implementation To view the effectiveness of IP in terms of its implementation, a number of statements listed in Table 2 are presented in the questionnaires form to the respondents. They were required to provide feedback on these statements based on a Likert scale with a scale of 1 represents "Strongly disagree", a scale of 2 stands for "Disagree", a scale of 3 corresponds to "Neutral / no opinion”', the scale of 4 for "Agree ", and scale of 5 for "Strongly agree". Table 2. Statements of the implementation of Integrated Project

No.

Statements

1.

Integrated projects being carried out smoothly throughout the year 2 and 3 studies

2.

The implementation of integrated projects improved from time to time

3.

The implementation of integrated project is improved based on the feedback given

4.

Integrated project implementation period is appropriate to the scope

5.

Integrated projects should contribute 25% grade for each course involved

6.

Students are given sufficient information about the implementation of integrated project

7.

Cooperation lecturer of each course involved helps me in carrying out assigned Integrated Project The implementation of an integrated project helps me prepare for final examinations

9.

Studio OBE provided is being used for integrated project activities

10.

Infrastructure facilities in the JKKP as computer labs, studios OBE and wireless internet connection in accordance with the implementation of an integrated project

Respondent's agreement towards statements (%)

8.

100

Chemical Engineering Program

80 60 2008/2009 2009/2010 2010/2011

40 20 0

S1.1 S1.2 S1.3 S1.4 S1.5 S1.6 S1.7 S1.8 S1.9 S1.10


Statements on IP implementation

100

Biochemical Engineering Program

80 60 2008/2009 2009/2010 2010/2011

40 20 0

S1.1 S1.2 S1.3 S1.4 S1.5 S1.6 S1.7 S1.8 S1.9 S1.10 Statements on IP implementation Figure 1. Respondent's agreement towards statements of the IP implementation in both Chemical and Biochemical Engineering Programs


Figure 1 shows the student agreement towards the statements raised in the accordance with the engineering program for all three sessions. The results shown only summarize the positive agreement of respondents which account for "Strongly agree" and "Agree" on the statements. Based on Figure 1, 50-90% Chemical Engineering students and 40-100% of Biochemical Engineering students have selected "Strongly agree" and "Agree" to all the raised statement. 45% of KK students and 40% of KB students in Session 2008/2009 stated that students do not have sufficient information about the implementation of IP. 40% of KB students in Session 2010/2011 also stated that the implementation of the IP has helped them to prepare the final examination for the involved courses. For the usage of OBE Studio (Statement 9), KK and KB students in Session 2010/2011 claimed that the studio was not fully utilized by students for IP activity. 3.3. Contents of Integrated Project Table 3 lists the statements that were asked to the respondents about the suitability of IP with the courses offered in the same semester, whether the IP implementation can help to understand the concepts and theories learned in lectures and facilitate the completion of final year design project, and also to help identifying current issues. Figure 2 shows the agreement results according to the Program. According to Figure 2, 60-95% of Chemical Engineering students and 70-100% of Chemical and Biochemical Engineering students have selected "Strongly agree" and "Agree" on the statement. The respondents have found that the scope and content of IP was in accordance with the taught courses and has helped students to understand the concept of sustainability of engineering practices in the aspects of safety and environmental protection. Table 3. Statements of IP content

No

Statements

1.

The scope and content of integrated project fit the courses offered in the semester

2.

Integrated Project helps me to understand and reinforce the basic concepts of chemical / biochemical engineering

3.

Integrated project helps to achieve the program outcomes of courses offered

4.

Integrated projects show interrelationships between chemical/biochemical engineering courses in problem solving

5.

The scope, content and level of integrated project difficulty is increased gradually throughout the study

6.

Implementation of an integrated project sets me to complete the final year design project

7.

The implementation of an integrated project exposes me to the concept and practice of sustainability such as safety and environmental protection

25



26


100 80 60

2008/2009 2009/2010 2010/2011

40 20 0

S2.1

S2.2

S2.3

S2.4

S2.5

S2.6

S2.7

Statements on IP content Biochemical Engineering Program


100 80 60

2008/2009

40

2009/2010

20

2010/2011

0

S2.1

S2.2

S2.3

S2.4

S2.5

S2.6

S2.7

Statements on IP content Figure 2. Respondent's agreement towards statement of the IP content in both Chemical and Biochemical Engineering Programs

3.4. Generic Skill Competency To evaluate the effectiveness of IP, statements related to generic or soft skills such as identifying current issues, oral and written communication, teamwork, lifelong learning in obtaining updated information from relevant sources and critical opinion in analyzing and interrelating the obtained data, statements as listed in Table 4 were asked to the respondent. Figure 3 shows the results of "Strongly agree" and "Agree" chosen by respondents on the related statements. Table 4. Statement of the Generic Skill Competency

No

Statements

1.

Integrated projects provide exposure and training in group work.

2.

Integrated project exposed me to diversity in a group and train me to contribute positively.

3.

Integrated project train the communication skills by written with a particular style.

4.

Integrated project train the communication skills by oral presentations.

5.

Integrated project train me to explore the issues / problems that need solutions independently.

6.

Integrated project train me to find the necessary information from various sources.

7.

Integrated project helped me realize and understand the current issues related to engineering

8.

Integrated project taught me to analyze and interpret data, and gives the critical view on an issue.




100 80 60

2008/2009

40

2009/2010

20

2010/2011

0 S1.1

S1.2

S1.3

S1.4

S1.5

S1.6

S1.7

S1.8

Statements on generic skill competency

Respondent's agreement towards atatements (%)


100 80 60

2008/2009

40

2009/2010

20

2010/2011

0 S1.1

S1.2

S1.3

S1.4 S1.5 S1.6 S1.7 S1.8 Statements on generic skill competency

Figure 3. Respondent's agreement towards statement of the generic skills for both Chemical and Biochemical Engineering Programs

According to Figure 3, a total of 70-100% of Chemical Engineering students and 50-100% of Biochemical Engineering students for all sessions have selected "Strongly agree" and "Agree" on the statement. This indicates that most students agreed that the exercise and implementation of IP had helped them to communicate, work in teams, solve problems, understand the issues, as well as to analyze and interpret data. 3.5. Application of Software Process Simulator (HYSIS®, ICON®, and SUPERPRO®) In implementing the IP, JKKP students have been exposed to the applications of HYSIS®, ICON®, SUPERPRO®, and other software such as Visio® and AutoCAD® as early as the second academic year. Table 5 lists the statements that require respondents to provide feedback on the appropriateness of software, the duration of exposure, the integration of theory raised in the course into the IP by using the software whether such application has assisted them in the final year design project. This software application can also train students to think critically in evaluating the results obtained from the software compared with values obtained manually. Figure 4 shows the results according to evaluation feedback "Strongly Agree" and "Agree" feedback. A total of 20-91% of Chemical Engineering students and 20-95% of Biochemical Engineering students chose "Strongly agree" and "Agree" of the statement in this section. Less than 50% of KK and KB students from the three sessions stated that exposure to software HYSYS® / ICON® / SUPERPRO® is sufficient. In addition, 35% of Chemical Engineering students in Session 2009/2010 and 39% students of Chemical and Biochemical Engineering in Session 2010/2011 claimed that the use of HYSYS® / ICON® / SUPERPRO® has helped them to integrate the learning of lecture topics for different courses.

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Siti Rozaimah Sheikh Abdullah et al. / Procedia - Social and Behavioral Sciences 60 (2012) 21 – 29 Table 5. Statement on the application of the Design Simulator Software

No

Statements

1.

Exposure to software HYSYS® / ICON® / SUPERPRO® is sufficient.

2.

Applications of HYSYS® / ICON® / SUPERPRO® software in the integrated project required me to learn more about the software.

3.

The use of HYSYS® / ICON® / SUPERPRO® software helps to integrate the learning process of the lecture topics for different courses.

4.

The use of HYSYS® / ICON® / SUPERPRO® software of the project show the interrelationships between engineering courses in chemical / biochemical engineering in solving problems.

5.

The use of HYSYS® / ICON® / SUPERPRO® software in integrated project help me to complete my final year design project.

6.

The use of HYSYS® / ICON® / SUPERPRO® software in an integrated project train me to be more critical in assessing the results either it can be adopted or otherwise.



100 80 60 2008/2009

40

2009/2010 2010/2011

20 0 S1.1

S1.2

S1.3

S1.4

S1.5

S1.6

Application of design software



100 80 60 2008/2009

40

2009/2010 2010/2011

20 0 S1.1

S1.2

S1.3

S1.4

S1.5

S1.6

Application of design software Figure 4. Respondent's agreement towards statement of the application of software process simulator for both Chemical and Biochemical Engineering Programs


4. Conclusions Overall, the respondents claimed that the implementation of the Integrated Project as a mini Design Project is good exercise for students. However, several aspects need to be noted and improved, such as on the delivery information on the IP implementation. Respondents felt that they did not have sufficient information to complete the IP task. This questionnaire also found that exposure on how to use software such as HYSIS®, ICON®, and SUPERPRO® to students was insufficient. Students felt they did not get adequate exposure of the software. Therefore, all these points will be taken into consideration to further improve the implementation of the Integrated Project in the future. Despite these negative feedbacks, the IP implementation was also able to enhance students’ generic skills of communication skills, team work cooperation, and adoption of lifelong learning skills. Acknowledgement We would like to thank UKM for providing the research grant (PTS-2011-006). References Abdullah, S.R., Takriff, M.S., Anuar, N., Ismail, M., & Harun, S. (2008). Pengalaman JKKP dalam Pengendalian Projek Bersepadu Semenjak Sesi 2006/2007. Prosiding Seminar Pengajaran dan Pembelajaran Berkesan, Fakulti Kejuruteraan 2008. (pp. 28-45). Abdullah, S.R., Takriff, M.S., Mohammad, A.B., Kofli, N.T., Ismail, M., & Markom, M. (2011a). Integrated Project: An Innovative Way To Reduce Students’ Burden And Enhance Soft Skills And Integration Elements. Proceeding of the 8th WSEAS International Conference on Engineering Education Technologies 2011 (WORLD-EDU 11), Corfu Island, Greece, July 14-16, (pp. 202-208) Abdullah, S.R., Takriff, M.S., Ismail, M., Kalil, M.S., Daud, W.R.W., Mohammad, A.B., Rahman, R.A., Mohammad, A.W., Anuar, N., Abdullah, N., Harun, S., Kamarudin, S.K., Tasirin, S.M., Yaakob, Z., Jahim, J., Kofli, N.T., Markom, M., Rahim, R.A.A., Rohani, R., & Rahaman, M.S.A. (2011b). Analisis Keberkesanan Projek Bersepadu Dalam Penerapan Kemahiran Generik. Asean Journal Of Teaching And Learning In Higher Education. 3(1), 36-49. Mohd Nor, M.J., Hamzah, N., Basri, H., & Badaruzzaman, W.H.W. (2006). Pembelajaran Berasaskan Hasil: Prinsip dan Cabaran. Pascasidang Seminar Pengajaran dan Pembelajaran 2005, (pp. 54-62). Takriff, M.S., Abdullah, S.R.S., Tan Kofli, N. & Nordin, D. (2007). Integrated delivery in chemical engineering education. World Transaction on Engineering and Technology Education, 6(2), 287-290.

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