ENHANCING STUDENT PERFORMANCE AND PROBLEM ANALYSIS ATTAINMENT THROUGH INTENSIVE CLASSES IN SOLID MECHANICS
DOI:
https://doi.org/10.35631/IJEPC.1164027Keywords:
Applying knowledge, Failure rate, Problem Analysis, Programme outcomes, Solid MechanicsAbstract
The Solid Mechanics course offered to undergraduate students of the Diploma in Civil Engineering programme at the Faculty of Civil Engineering, Universiti Teknologi MARA (UiTM) Johor Branch, Pasir Gudang Campus, has consistently recorded high failure rates and persistent challenges in students’ attainment of Problem Analysis (PO2), one of the key Programme Outcomes (PO) in engineering education. Intervention by conducting intensive classes prior to the test and final examination was implemented for Semester October 2025-February 2026 (Semester 20254). The first intensive class was conducted one week prior to test; all students were assigned a set of test questions and prepare their solutions in advance before the date of intensive class. Lecturers demonstrated solutions in detail and students cross-checked their solutions, thereby improving their understanding on the application of fundamental concepts in solving problems related to stress and strain, and analysis of beams. Another intensive class prior to the final examination, students were required to solve one set of past final examination paper in group and presented solutions during the intensive class. Lecturer commented and provided feedback on the solutions, and the corrected version of answers will be shared with peers through a shared Google Drive folder. The objective of this study is to assess the effectiveness of intensive classes on the overall performance of students in Solid Mechanics and attainment of PO. Comparisons in terms of failure rate, percentage of Grade A, average marks of PO were made with the semester without intervention i.e. Semester October 2024-February 2025 (Semester 20244) that had almost identical cohort. A detailed analysis on the attainment of each PO in three assessments, namely test, assignment and final examination was made. Merits and limitations of the current intervention are discussed in detail, and suggestions on strategies to improve current intervention are made in the framework of Continual Quality Improvement (CQI). The intervention reduced the failure rate from 31% to 23%, increased the proportion of students achieving Grade A from 2% to 7%, and improved overall PO1 attainment from 52% to 60%, while PO2 attainment remained unchanged at 49%.
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