The Effectiveness of Using E‐Portfolios based Assessment on Engineering Students' Writing Performance and Attitude

Abstract

This study aimed at examining the impact of utilizing e-portfolio on improving Civil Engineering Students’ Technical Report Writing course and their attitude towards it in the Faculty of Engineering, Delta University in Egypt. A quasi-experimental research design was adopted. The participants were 60 civil engineering students (who had registered Technical Report Writing1, spring semester 2017). They were divided into two equal groups; an experimental group (N=30) and control group (N=30). The two groups were taught by the researcher himself, by applying traditional classroom instruction for control group, whereas the experimental group received treatment (e-portfolio assessment). The tools for data collection were report writing test and a questionnaire to investigate the students' attitudes towards the treatment. The test and questionnaire scores were analyzed using independent sample t-test, and pair samples t-test. The findings revealed that there is a difference in technical writing skills improvement for the experimental group. There was also evident change in the attitudes of the experimental group members towards the course. Some pedagogical implications were stated, as e- portfolio is a vital tool for writing evaluation. Thus, it should be employed in ESP assessment as an alternative along with traditional one to develop the process of writing.