Comparing measured performance and perceived learning in group tasks of a Civil Engineering Technology course

Abstract

Students were requested to complete a survey form with relation to the attainment of learning outcomes via the coursework activities at the end of a core undergraduate civil engineering technology course, i.e. Soil Mechanics and Foundations. The tasks involved topical Assignments, Lab Work and a Project. These group endeavours were carried out by students in the same group formations throughout the 14-week semester. The survey also examined the cultivation of soft skills in the process of completing the group tasks. In addition, students also completed an online survey entitled “Index of Learning Styles Questionnaire” (http://www.engr.ncsu.edu/learningstyles/ilsweb.html) based on the Felder-Silverman model [4]. Analysis was made on the grades and performance of the students, the students' presumed attainment of learning outcomes and soft skills development. These were next compared with the preferred learning styles of the students as profiled by the Felder-Silverman model. Students' perceptions of soft skills developed in the process of completing the tasks appeared to be directly related to the group performance and learning outcomes attained. Nevertheless the academic performance or grades were not always found in congruence with the learning outcomes thought to be achieved by the students. Also, the learner type composition of a group apparently exerted a rather significant influence on the overall group performance in the coursework tasks. In summary, the designated learning outcomes of the course were achieved with simultaneous cultivation of relevant soft skills among students, and to a certain extent, influenced by the learner type profile of the respective groups.