Assessment of research efficacy for final year undergraduates based on their teaching and learning experience

Research output: Contribution to journalArticle

Abstract

Undergraduate students are exposed to basic research processes from their first day of lectures. This is followed by other rigorous teaching and learning tasks, such as field work, laboratory sessions, tutorials, group discussions, problem-based assignments and, eventually, a final year project to complete their undergraduate curriculum. However, the university does not have any knowledge of the research skills possessed by the undergraduates from the teaching and learning processes they have undertaken. The focus of this article is on evaluating the level of research efficacy among the undergraduate students based on their teaching and learning experience in a research university environment. This research outcome could dictate the quality of graduates the university produces in terms of research skills based on their teaching and learning experience. Two of the most significant findings from the study suggest the needs for improvement in technical writing skills and the trends towards becoming digital natives.

Original languageEnglish
Pages (from-to)126-130
Number of pages5
JournalGlobal Journal of Engineering Education
Volume15
Issue number2
Publication statusPublished - 2013

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Teaching
learning
experience
university
basic research
Technical writing
Students
research process
group discussion
learning process
Curricula
student
graduate
curriculum
trend

Keywords

  • Engineering
  • Research efficacy
  • Science technology+
  • Teaching and learning
  • Undergraduate

ASJC Scopus subject areas

  • Education
  • Computer Science(all)

Cite this

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