Open AccessSurveying the assessment components suitability for engineering learning in a challenging educational environment
Author(s) -
Samuel Eneje,
Scholar Scholar
Publication year - 2020
Publication title -
global journal of pure and applied sciences.
Language(s) - English
Resource type - Journals
ISSN - 1118-0579
DOI - 10.4314/gjpas.v26i1.4
Subject(s) - situated , internship , blended learning , engineering education , productivity , situated learning , outcome (game theory) , engineering management , engineering , computer science , medical education , educational technology , mathematics education , psychology , artificial intelligence , medicine , mathematics , mathematical economics , economics , macroeconomics
This study used a mixed methodology to investigates the possibility of using blended assessment for engineering education in a challenging learning environment. It discussed the outcome of the evaluation, which is problematized by the influences of an encumbered learning environment. It used the blended engineering models to investigate the circumstances of assessments and its outcomes in a university situated in the sub-Sahara African region. It revealed the experiences of post-internship engineering students using a single blended course. The survey showed that students` knowledge of factors impeding thorough assessment for productivity in the region and advocated ways of improvement. It disclosed past and present assessment percentage shares in addition to suggesting a preferred assessment percentage share required for graduating skilled engineers. The result uncovered where assessment might be situated so that there is a satisfactory learning outcome for engineering programs.
Keywords: Blended engineering learning, Challenged educational environments, Assessment outcomes.