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

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.