Engineering Bachelor Research Articles

Project-based Learning in a Geomatics Bachelor Program: A Digital Heritage Preservation Project

Abstract. Like in most bachelor engineering programs, the education of geomatics students typically begins with an extensive theoretical introduction covering fundamental subjects. The general objective of the bachelor program is to cultivate geomatics engineers with robust hands-on knowledge. Nevertheless, the progression to a stage where students can independently engage in exercises with minimal supervision is a long process. Although field work-based practices are dominant in this field, they often entail activities limited to testing, experimenting, and the application of basic theories. While this approach is efficient in imparting routine knowledge, it may lead to the fragmentation of acquired knowledge, thereby lacking a comprehensive understanding of the broader significance and context. Students often encounter more complex challenges when commencing work on their bachelor thesis, leading to a steep learning curve within a constrained timeframe. This late exposure to real-world tasks can be a limiting factor, hindering a smoother transition from education to professional work. This paper provides a case study of project-based learning (PjBL) within a geomatics bachelor program. Specifically, it discusses a digital heritage preservation project where students documented an old Norwegian log house throughout the autumn semester of 2023. The outcomes of this learning approach are analyzed with the help of the key features of the PjBL methodology, focusing on students' learning outcomes and their assessment measures.

Management Framework for Quality Assurance to Strengthen Technology and TVET Pre-service Teacher Education

This study developed a management framework for quality assurance to enhance Technical-Vocational Education and Training (TVET) and technology pre-service teacher education programs in CALABARZON (Cavite, Laguna, Batangas, Rizal, and Quezon). Using the three-round Delphi consensus-building technique, the research assessed quality assurance practices and challenges in managing Bachelor of Technology and Livelihood Education (BTLEd) and Bachelor of Technical Vocational Teacher Education (BTVTEd) programs. The study also examined key factors affecting student performance in licensure examinations, career decision influences, and strategies to improve program appeal. Thirteen Delphi experts, including College Deans and program chairs, and 117 BTLEd and BTVTEd graduates participated. Thematic and statistical analyses, including the Mann-Whitney U test, compared assessment differences between graduates concerning licensure exam performance, career decisions, and program appeal strategies. The findings highlight that Teacher Education Institutions (TEIs) in the region prioritize quality assurance through curriculum reviews, faculty engagement, accreditation, facility maintenance, and continuous improvement. However, they face challenges such as resource limitations, curriculum misalignment, faculty development issues, and lack of specific quality assurance standards for TVET programs. Graduates noted factors influencing their licensure exam performance and career decisions, emphasizing the importance of review preparation, teaching strategies, and professional development. To enhance program appeal, there is a need for sustained career guidance, institutional initiatives, and program awareness efforts. The study recommends strengthening collaboration with stakeholders and implementing the proposed management framework to align with national and international standards.

“The joy of being a cause” versus “the pleasure of finding things out”: subalternity and Bildung in higher education engineering and physics

AbstractThis paper will discuss the concepts of Bildung, subalternity, and physics- and engineering education and where these topics intersect and interact with one another. A central part of the concept of Bildung is educating citizens—active participators in society. At the same time, a central characteristic of subaltern groups is that their voices are not heard in society. If subaltern groups thus can be recruited into a Bildung-oriented education, their subalternness can over time be challenged, and the groups can be included as equals within society. In the study, 728 physics and bachelor engineering students are asked via a questionnaire about their motivation for their education choice to chart the potential for Bildung-oriented education within these fields. The responses are sorted through a thematic analysis. As this paper will show, the social background—class structure—differs significantly between physics- and bachelor engineering students, as do their motivations. These data along with documentation from previous research showing working-class students’ predisposition toward STEM disciplines facilitate the possibility of sketching possible paths toward Bildung for these students that at the same time can lift subaltern groups and make their voices heard.

STEAM-Based Learning for Mechanical Engineering

<span lang="EN-US">This study aims to implement the STEAM (Science Technology, Engineering Art Mathematics) based learning in the bachelor of mechanical engineering at the Universitas Sebelas Maret. Integrating STEAM learning in engineering students in design development improves students' understanding of mechanical engineering through projects, challenges, and milestones. This article focusses on how to integrate instructional project into learning-based area and evaluate how far their understanding of. In this article a descriptive approach was used. It aims to explain a phenomenon or social reality by describing variables related to a subject and unit of analysis. 33 university students studying mechanical engineering formed the study population. This study aims to provide an overview of the effectiveness of the STEAM-based learning process applied to the project design topic through descriptive research. The data indicate that learning has improved, and students are now learning more cases and actively gaining knowledge than in the past. Further details about the topic are discussed in this article.</span>

DETERMINING THE DENSITY AND MOLAR MASS OF AIR IN A HOME EXPERIMENT

Formulation of the problem. Experimental research is an integral part of physics education. During distance learning, students can carry out hands-on experiments only at home. Modern smartphones, equipped with various sensors, offer significant capabilities for this purpose. The literature offers quite extensive descriptions of experiments aimed at determining mechanical, acoustic, and optical quantities using smartphones. At the same time, insufficient attention has been paid to determining gas parameters that can be measured using the pressure sensor embedded in smartphones. Therefore, the relevant task is to develop a methodology for experimenting to determine the density of air and its molar mass at home using a pressure sensor. Materials and methods. To achieve the objective of the study, we used the analysis of the curriculum of the course "General Physics for Bachelor of Engineering", a review of the methodological instructions for performing laboratory work in the section "Molecular Physics and Thermodynamics" of the physics course of technical universities, a review of the literature on the topic of the study, and an analysis of the results of student research on the dependence of air pressure on altitude. We also surveyed students about the possibility of conducting the research at home and their interest in conducting other experiments using a smartphone. Results. The methodology for determining the density and molar mass of air was developed based on the results of a study of the pressure-height dependence. It is shown that it is necessary to perform statistical processing of experimental data to estimate the sought quantities. The experimental results allowed us to obtain values of density and molar mass of air that show a good correlation with the tabulated values. Conclusions. Studying the pressure-altitude relationship using a smartphone and the PhyPhox application allows for fairly accurate calculations of air density and molar mass. According to the survey results, students responded positively to conducting home experiments using smartphones.

Introduction of Off-Site Promotion and Enrolment Transaction in Salay Community College

The youth is the hope of the nation. Through educating the youth, a society can thrive for generations. Jean-Jacques Rousseau’s natural education theory is where this study is anchored. This research focuses on the introduction of off-site promotion and enrollment implemented at Salay Community College, Salay, Misamis Oriental, Philippines. This study used grounded theory, specifically thematic analysis research. The study underwent a process and used the Institutional Quality Improvement: Scheming, Attaining, Correcting, and Creating (SACC), which is patterned after the Plan, Do, Check, and Act (PDCA) Cycle Framework. The data was thoroughly documented. The information was gathered through three steps: Open coding, Axial coding, and theory formation. The respondents were three (3) students from each of the three programs (Bachelor of Early Childhood Education (BECED), Bachelor of Technology and Livelihood Education (BTLED), and Bachelor of Science in Entrepreneurship (BS Entrep) who enrolled during the Off-Site Promotion and Enrolment Transaction and the school personnel who conducted and implemented the transaction. The respondents' experiences were taken through individual and focused-group interviews. The result showed that the transaction was instrumental in bringing back the out-of-school youth, school dropouts, and those who stopped because of financial problems. This also resulted in an increased number of enrollees. It is recommended that the transaction be conducted in other municipalities, especially far-flung places, and materials and internet connection should be secured for easy online registration flow.

Electric Vehicle Technology Course for Generation Z: Discussion-Based, Project-Based, and Laboratory Activities

Generation Z, growing up in an era of constantly evolving technology and information, presents new challenges for the world of education. They are known as a digitally connected generation, quick to adapt to technological advancements, and in search of interactive experiences in learning. One excellent step in responding to these needs is using suitable learning methods. For the new mandatory course, Electric Vehicle Technology with a weight of 3 credits, in the Electrical Engineering Bachelor's Program at Universitas Islam Indonesia, a learning approach that matches the characteristics and preferences of Generation Z was used. In the odd semester of 2023/2024, two classes were opened for Electric Vehicle Technology, class A with 56 students and class B with 50 students. The combination of discussion-based learning methods, project-based learning, and laboratory activities was used in the learning process to meet the needs of Generation Z students in the Electric Vehicle Technology course. The assessment used consisted of summative and formative assessments. The scoring rubric was key in helping to categorize the value of the work done by students. The integration of assessment weights considers the contribution from each learning model. Overall, the application of discussion-based learning models, project-based learning, and laboratory activities together have created a stimulating learning environment and aroused student enthusiasm in the Electric Vehicle Technology course. With combined methods of learning, the course passing rate for each of the course's learning outcomes was higher than 80%. For class A, the overall course passing rate was 88%, while for class B, it was 84%.

Формування професійної компетентності майбутніх бакалаврів хіміко-технологічної підготовки у закладах вищої освіти: міжнародний досвід

Формування професійної компетентності майбутніх бакалаврів хіміко-технологічної підготовки у закладах вищої освіти: міжнародний досвід

The influence of internship on student’s academic performance in industrial and management engineering program in Italy

PurposeThe positive correlation between students’ internship and employability is well documented. However, there is no consensus on its relationship with academic performance. Previous studies investigated the Bachelor level: in the UK, the so-called sandwich placement is positively correlated; in the US, the results are mixed. This study aims to expand the scientific literature and focuses on Politecnico di Torino, Italy: the cases of the Industrial and Management Engineering Bachelor (BA) and Master of Science (MS) degree programs are examined.Design/methodology/approachThe academic performance of 2,279 BA students and 2,560 MS students graduated between 2016 and 2021 is examined. Ordinary least square models are employed to test the relationship between grades and internship, controlling for ex ante academic scores, gender, age and geographical origin.FindingsThe results show a small robust negative correlation between internship and grades, especially at the bachelor level, where potentially a self-selection occurs. At the master level, the negative relationship is significant but very small and might be partially determined by the marks of the exams substituting the internship.Originality/valueThis study contributes to the empirical research on the relationship between students’ grade and internship and suggests the presence of complementarities in several ways: the Italian context, characterized by an optional internship is examined, both at the BA and MS level. Universities that intend to organize internship as overlapping with lectures and exams should be cautious, especially when considering the BA level students, whose maturity and skills are less developed than MS ones.

Teaching in a time of pandemic: The case of the EMET Program at Pennsylvania State University - Fayette

The author shares his experiences of university teaching during the time of restrictions imposed on teaching and learning modes due to a pandemic. The relative scarcity of literature analyzing the response in the fields of science and engineering to the pandemic served as motivation. After providing general background information about the pandemic’s impact on educational systems worldwide, the article provides qualitative research with a narrative model for a case study of an engineering program at an American university. The analyzed case concerns the teaching and learning methodologies implemented in an electro-mechanical engineering technology bachelor’s degree program at Pennsylvania State University – the Fayette campus in the academic years 2020-22. Pennsylvania State University’s chosen teaching modes in the time of the pandemic to be used by instructors provide an example of adaptability of a higher education institution to the changing teaching and learning circumstances. The pedagogical approach to preparing, delivering, and assessment of learning effectiveness in engineering courses with a laboratory component is described. The article also shows how to use the learning management system, Canvas, with its analytical utility tool, to improve effectiveness and responsiveness of the teaching and learning process. The shortcomings and unexpected benefits of learning online pedagogy are shared and discussed. To assess the students’ perception and the study mode and their preferences in this regard, an anonymous, closed-ended, nominal-polytomous questionnaire was conducted, and its findings are analyzed. Further, to compare the students’ preferences as regards study modes depending on the academic discipline, engineering students were contrasted with students studying business as their major. The surveys also provide answers to trends in the longer term in students’ expectations for delivery of programs by higher education institutions.

STRUCTURAL-FUNCTIONAL MODEL OF PROFESSIONAL COMPETENCE FORMATION OF FUTURE BACHELORS IN COMPUTER ENGINEERING IN VOCATIONAL HIGHER EDUCATION INSTITUTIONS

The research objective. The purpose of this article is to develop a structural and functional model of the formation of professional competence of future bachelors in computer engineering in institutions of vocational higher education. The statement of main materials. The structural-functional model of the formation of professional competence of future bachelors in computer engineering in professional higher education institutions was developed within the framework of the conducted research. It consists of a set of four interrelated blocks that ensure its functioning: conceptual, content-technological, competence, diagnostic. We will describe each of the components of the model in more detail.

Factors Affecting Bachelors of Engineering and Technology Academic Performance in Teaching English for Special Purposes: Corpus Approach and Terminological Units

Factors Affecting Bachelors of Engineering and Technology Academic Performance in Teaching English for Special Purposes: Corpus Approach and Terminological Units

Multimedia-Based Instruction in Bachelor of Technology and Livelihood Education (BTLED) Home Economics

This research determined what multimedia the home economics professors prefer in teaching the competencies needed in the BTLEd home economics program. Also, it shows what competencies students need in the identified areas of home economics and the challenges students encounter in using various multimedia for instruction. Data was retrieved from (N=42) BTLEd Home Economics students' day and evening sessions and the (N=7) professors teaching home economics subjects. The study made use of mixed-method research. For the quantitative part, students and professors completed a questionnaire using Google Forms. Where Students Needed Competencies in the Identified Major Areas in Home Economics was presented, followed by the Preferred Multimedia-Based Instruction Used by the Home Economics Professor. A qualitative research design was used to determine the challenges encountered by the students in using multimedia in the identified major areas in Home Economics. Thematic analysis using Braun and Clarke's (2006) model was applied to analyze the qualitative data on the challenges encountered using multimedia in Home Economics. Findings revealed four major themes of student challenges encountered in multimedia: no internet access, lack of computers and gadgets, lack of familiarity with multimedia, and computer Illiterate. To ensure that every student has fair access to digital resources and the necessary skills to use them, the school has to develop a comprehensive Digital Inclusion Program. The school will be able to handle internet access, device shortages, and digital literacy in a thorough and organized way by putting this approach into place. Providing students with the necessary skills and resources for multimedia-based learning would also promote an inclusive and fair digital learning environment.
 
 Received: 1 October 2023 / Accepted: 29 February 2024 / Published: 5 March 2024

A 5E-based learning experience to introduce concepts relevant in Quantum Physics

We here present and discuss a 5E-based learning activity focused on introductory concepts of Quantum Physics experienced at the Bachelor of Electrical Engineering of a Kenyan University. The described constructivist environment aimed at supporting an effective understanding of concepts very relevant in Modern Physics, such as wave-particle dualism, discretization, de Broglie wavelength, Heisenberg Uncertainty principle, atomic models, particle in a box, etc., by triggering a chain of reasoned investigation, inquiry, problem solving, and collaboration with peers. As it is well known, the 5E-based learning cycle is a student-centred instructional approach which helps learners to broaden their views on the concepts and link together the ideas, by means of five phases of instruction: Engagement, Exploration, Explanation, Elaboration, and Evaluation. Our findings show the proposed workflows successfully engaged students into active learning, stimulating the activation of the inquiry process and, at the same time, supporting the clarifying of important experimental and technological aspects of modern physics. This learning path represents a feasible example of a combination of a traditional lecture-based teaching method with laboratory and computational activities.

Pedagogical strategies to enhance learning and awareness of acoustics within our engineering school community

Acoustics is taught at the École de technologie supérieure (ÉTS, Montreal, Canada) in a single advanced specialization course during the final year of the mechanical engineering bachelor's program. This course aims to equip students with the skills needed to measure and reduce noise based on the theoretical foundations of industrial acoustics and associated experimental techniques. The fact that the science of acoustics is not well-known among engineering students, coupled with the optional nature of this course, results in an average enrollment of only about thirty students each year (across two distinct sessions), a number further reduced since 2020 due to the unfortunate impact of the pandemic. Paradoxically, Quebec lacks engineers trained in this discipline and often recruits them from abroad. This presentation will aim to showcase various strategies and pedagogical tools that have been used and experimented with in recent years (e.g., flipped classroom, in-class experiments, cellphone measurements, community service-oriented semester projects). The goal is to ensure the quality and enjoyment of student learning and to contribute to raising awareness about acoustics and noise-related issues within the ÉTS community.

Effectiveness of Challenge-Based Learning in Undergraduate Engineering Programs from Competencies and Gender Perspectives

Active learning strategies are widely studied, but perspective on their effectiveness in complete undergraduate studies or about their contribution to closing the gender gap are still required. Challenge-based learning has been around for more than a decade. However, results have been collected in limited time and application environments, for example, one semester or one activity in a course. In this work, we present a quantitative study that was applied to results of the National Center for the Evaluation of Higher Education’s Engineering Bachelor’s Degree Standardized General Examination of 4226 students comparing those who received a traditional educational model and those who received a challenge-based learning educational model. A statistical analysis of communication and disciplinary competencies found that the traditional educational model induces a greater marginal significant result in the test. Additionally, we found that female students perform better in communication competencies while male students perform better in disciplinary competencies. Our results confirm that challenge-based learning is as effective as a traditional educational model when applied during complete undergraduate studies while developing competencies like critical thinking, long-term retention, leadership, multidisciplinary teamwork, and decision-making. Challenge based learning is a prolific learning strategy for evolving into a new way of teaching in undergraduate programs.

Graduates Are Failing in the Examination: An Ethical Investigation on the Experiences of Board Licensure Examination for Professional Teachers (BLEPT) Takers

This qualitative study aimed to explore the experiences of graduate students from Bohol Island State University, focusing on those who graduated with Bachelor of Technology and Livelihood Education degree. The research utilized semi-structured interviews with 10 participants who graduated between 2018 and 2022 and did not pass the Board Licensure Examination for Professional Teachers (BLEPT). Employing snowball sampling due to the challenge of reaching recent non-passers, the study delved into the narratives of individuals facing licensure challenges. Thematic analysis of interview data revealed patterns within participants’ experiences. The open narrative approach provided a platform for participants to articulate their unique stories, facilitating a rich understanding of the complex phenomena surrounding board examination outcomes. Ethical considerations were prioritized, ensuring informed consent, confidentiality, and a registered psychologist’s validation of the interview guide. The findings revealed the following themes as reasons for failing the board examination; absence of concentration on key topics, study habits, socio-economic factors, psychological factors, inadequate institutional support, lack of academic preparation contributing to examination difficulties. The study emphasizes the need for collaborative efforts among educational institutions and stakeholders to address these challenges comprehensively, fostering an environment conducive to graduates’ success in professional licensure examinations.

Exploring Challenges Faced by Engineering Students in Graphic Preparations of Perspective Geometry

Perspective geometry is a fundamental, challenging, and captivating subject within the engineering bachelor's degree program. It holds significant importance in developing graphic skills, analytical abilities, sketching proficiency, and comprehension of drawings. Moreover, it plays a crucial role in organizing the architectural components of a bachelor's thesis. However, the teaching and learning of perspective geometry often reveal various difficulties and shortcomings. Moreover, one of the various systems of symbols and languages created by global cultures is the graphical language, which is an exceptional and unparalleled language for understanding scientific and technical information. This language is considered the oldest international language. Every visual piece of information in various processes of human life has been formed through the graphical language, which is composed of various geometric shapes. In this research, data has been gathered from the perspectives of first-year students from the 2013 batch regarding the difficulties encountered in perspective geometry. A questionnaire was distributed to collect their opinions, and three graphical tasks with different levels of complexity were given to the students. The results obtained from this study indicate that employing suitable teaching methods and providing adequate resources can alleviate most of the learning difficulties associated with graphic skills. Instructors also play a pivotal role in resolving learning obstacles. Therefore, efforts should be made to enhance the quality of teaching graphic subjects by updating the content and curriculum of educational programs and improving teaching methods through the use of technology. In higher education institutions, conditions for fostering students' professional knowledge, enhancing their ability to draw maps and create technical documents can be facilitated through computer graphics education. Updating the teaching methods plays a crucial role in improving the quality of graphic education. The mentioned factors provide a suitable environment for the growth of graphic knowledge and the implementation of projects related to professional subjects.

Strengthening the Attainment of Major Competencies of Program Outcomes through Open-ended Experiment using Statistical Designs

Abstract—Unit operations are very essential part of the chemical engineering and allied disciplines; and hence, basic knowledge about the principles and equipment used for various unit operations is mandatory for process engineer. Unit operations course introduces the foundation of process engineering concepts at the second year of undergraduate program of Bachelor of Engineering in Biotechnology. This course mainly focuses on the most essential unit operations utilized in Chemical and allied process industries such as mass transfer, heat transfer, momentum transfer and mechanical operations. The conventional teaching approach practiced so far in Unit Operations Laboratory course was not so effective in the attainment of certain specific core competencies of Program Outcomes (POs). To tackle this challenge, we introduced a system of classifying laboratory experiments into four distinct categories: Demonstration, Exercise, Structural Inquiry, and Open-ended experiments. These categorized experiments were thoughtfully crafted to target various significant technical and professional outcomes such as Investigations of Complex Engineering Problems, Communication, Life-long learning, Follow of Standard Operating Procedure (SOP) and Good Laboratory Practices (GLP). The evaluation criteria for each type of experiment were aligned with program outcomes, competencies, and performance indicators. This alignment proved highly beneficial in achieving a more precise assessment of program outcomes. This study focuses on implementing an interactive and collaborative learning approach in the Unit Operations laboratory course. of Experiments. More precisely, the study employs Central Composite Design (CCD) and Response Surface Methodology (RSM) concepts to examine how various factors influence the Leaching (Solid-Liquid Extraction) process. The leaching process is most important unit operations used in the extraction of substances from solids. The study helped in addressing several important competencies pertaining to the Program Outcomes- PO-4: Demonstrating the capacity to design, execute experiments, and analyze data; PO-10: Exhibiting effective communication skills; PO-12: Embracing lifelong learning; PSO-13: Adhering to Standard Operating Procedures (SOP) and Good Laboratory Practices (GLP). The assessment of student performance employed a rubric-based approach, and the attainment of program outcomes was documented. It was observed that, open-ended experimental approach, led to the improvements in the attainment of PO’s in terms of competencies and performance indicators. To enhance the teaching-learning process, formal and anonymous feedback was gathered from students to identify areas of improvement and deficiencies. Keywords—Central Composite Design; Collaborative learning; Design of experiments; Open-ended experiment; Program outcome; Response Surface Methodology;

Effect of Simulation based teaching strategy in Engineering Physics course

Computer-based simulations have gained significant popularity in science education, particularly in subjects like Physics that involve intricate and abstract concepts. Simulations offer learners the opportunity to engage with complex phenomena and manipulate them, making them particularly valuable in these contexts. In line with this notion, our study adopted a teaching strategy centered on simulations. This approach was implemented in two separate classes of first-year Bachelor of Technology (F. Y. B. Tech) students, specifically for the Engineering Physics course. In one of these classes, simulations were solely utilized without incorporating any formative assessment, while the other class was exposed to a strategy that combined simulations with formative assessment. Our observations revealed that solely using simulations during instruction did not contribute significantly to conceptual understanding. However, when simulations were integrated with formative assessment, a substantial improvement in understanding was noted. Through our data analysis, a noteworthy discrepancy in average scores between the two classes became apparent. Notably, the class that experienced the simulation-based formative assessment strategy demonstrated a higher average score of 63.85. Keywords—Enter three to six keywords or phrases in alphabetical order, separated by semi-colons. JEET Category—Choose one: Research,