Abstract
This article discusses new methods for the analyses of program outcome measurements of an engineering undergraduate program, enabling a robust effort to continually improve the quality of the program. The analyses were conducted on an undergraduate engineering program at University Malaysia Sarawak (UNIMAS), based on program outcome achievements of 80 students undertaking selected courses from 2015–2019. Three techniques were utilized: i.e., graphical visualization of data using boxplots, association analysis using Spearman’s rank correlation coefficient, and consistency analysis using Cronbach’s alpha. Using these techniques, the authors identified trends among the courses measuring the same program outcome. Boxplots are very effective in gaining an overview of the achievements of courses measuring the same program outcome, and in highlighting outliers and anomalies in the data. It was also found that the Cronbach’s alpha result is coherent with that of the rank correlation coefficient. The techniques reported in this study can be applied to enhance data analysis for quality improvement of any academic program focusing on outcome-based education. Therefore, the study presented in this paper is both relevant and valuable to engineering programs working towards obtaining international accreditation.
Highlights
In many countries, engineering undergraduate programs are governed by respective local accreditation bodies
The techniques reported in this study can be applied to enhance data analysis for quality improvement of any academic program focusing on outcome-based education
Karman et al [10] reported that the Continuous Quality Improvement (CQI) process in its Biomedical Engineering program could be summarised into two steps, i.e. (i) realization of shortcomings gathered from feedbacks, suggestions, and complaints from staff, students, and various stakeholders, and (ii) building of system to address the shortcomings
Summary
In many countries, engineering undergraduate programs are governed by respective local accreditation bodies. In 2009, the BEM was listed as the 13th signatory of the Washington Accord (WA), making Malaysia’s EAC accredited engineering programs equal to the engineering degrees of other WA signatories [3]. Aligning local engineering education to the WA requires that programs produce graduates who are equipped with professional engineer attributes. Apart from ensuring that engineering programs meet the minimum academic requirements to qualify graduates for registration with the BEM, accreditation by EAC Malaysia demands that the CQI process is embedded in the program's educational practices [17]. The system involves an intervention process for students who fail to meet the program outcomes' minimum
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