Abstract
This study used a mixed methodology to investigates the possibility of using blended assessment for engineering education in a challenging learning environment. It discussed the outcome of the evaluation, which is problematized by the influences of an encumbered learning environment. It used the blended engineering models to investigate the circumstances of assessments and its outcomes in a university situated in the sub-Sahara African region. It revealed the experiences of post-internship engineering students using a single blended course. The survey showed that students` knowledge of factors impeding thorough assessment for productivity in the region and advocated ways of improvement. It disclosed past and present assessment percentage shares in addition to suggesting a preferred assessment percentage share required for graduating skilled engineers. The result uncovered where assessment might be situated so that there is a satisfactory learning outcome for engineering programs.
 Keywords: Blended engineering learning, Challenged educational environments, Assessment outcomes.
Highlights
IntroductionEngineering education in an environment lacking adequate learning and assessment facilities has been described as challenged educational settings and blended activities in such context is under jeopardy (Kehinde, Chen, Ayodele, and Akinwale, 2011)
Blended learning is the combination of online and traditional classroom methods
Feeling of Immersion: For continuous assessment- They believed that more practice-over problems would get them into the programme and opted for a rise in courses credit load; summative- The study expressed little or no impact of summative; formative- The highest level of engagement could rise through feedback with tutors
Summary
Engineering education in an environment lacking adequate learning and assessment facilities has been described as challenged educational settings and blended activities in such context is under jeopardy (Kehinde, Chen, Ayodele, and Akinwale, 2011). Engineering education started locally in the sub-Saharan Africa around 1960 (NAE, 2015). According to an engineering professional body in Nigeria, literacy escalated from 15,000 to 75, 000 graduates from 1990 to 2017 but evidence of credible activities in engineering learning has been low (WES, 2017). In 2018, during the 27thEngineering Assembly, the reports from Nigerian government disclosed that the global competitiveness of local engineers has drastically reduced due to the absence of an updated engineering curriculum and critical engineering training infrastructure in institutions of learning. Foreign-trained engineers are highly preferred to locally trained engineers for employment in the local industry because some sub-Saharan African graduates lack adequate skills(The Royal Academy of Engineers, 2011)
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