Student evaluation of engineering modules for improved teaching-learning effectiveness

Abstract

Understanding students’ learning techniques and learning difficulties is essential in evaluating the success of learning outcomes and the overall teaching-learning process in engineering programmes. Whilst the effectiveness of module delivery is closely related to teaching, lesser emphasis has been placed on the evaluation of modules as compared to the evaluation of teaching by students. The study aims to demonstrate how a novel Student Evaluation of Module (SEM) questionnaire can be used to obtain students’ input on modules to improve teaching and learning. Learning difficulties, potential solutions to overcome these perceived difficulties and ways to increase students’ interest in the modules were explored through this alternative SEM. The proposed SEM allowed greater efficiency in data collection and analysis, with the added advantage of a global analysis on all modules offered in an engineering programme. Conclusions drawn from the SEM results can be used as guidelines for teaching-learning improvement, as well as for curriculum development.