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The role of higher education is creating a holistic education for the students by integrating all learning domains, such as cognitive, psychomotor and affective into the course. The study aimed to investigate the students' performance on cognitive, affective and psychomotor domains according to the given assessment for embedded courses, which are Basic Soil Mechanics and Basic Hydraulics for the Diploma in Civil Engineering programme. There were 336 students of Basic Hydraulics and 406 students of Basic Soil Mechanics involved in this study. The assessments for the embedded courses are through 60% of the cognitive domain, 30% of the psychomotor domain and 10% of the affective domain. Simple frequency counts and Spearman's rank-order correlation were used to analyse students' performance. The results indicated that the students performed better in the psychomotor and affective domain compared to the cognitive domain. Meanwhile, the Spearman analysis showed that the Basic Hydraulic and Basic Soil Mechanics presented positive correlation, r=0.039 and r=0.268 respectively (α=0.05). The overall assessment incorporating all learning domains for each course is essential to produce skilled and knowledgeable graduates from any higher education programmes to meet industry needs.

Students' Performance on Cognitive, Psychomotor and Affective Domain in the Course Outcome for Embedded Course