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Yanbu Industrial College (YIC) is one of the leading technical colleges in Saudi Arabia offering associate degree and bachelor degree programs in engineering and applied sciences. As a technical college, the approach of teaching is predominantly classical with theoretic lectures and hands-on experimental/laboratory works. Course assessment was heav...
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Context 1
... Figure 4, analysis of students' achievement is presented in terms of grade range. In S1, there were 3 students obtaining 'A' range grade but none was in S2. The 'B' and 'C' range achievers however increased from 87% to 93% and there is a small percentage of D range achievers (6.45%) in S2. These indicate that the inclusion of small project in this course has resulted on a more reliable assessment of students capabilities. Grade distribution shows better S-curve and bigger percentage of students in the range of 'B' and 'C' grades, with the max on the distribution shifted from 'B+' to 'B'. In order to relate between students achievement in project work to their overall course achievement, Figure 5 and Figure 6 are referred. In Figure 5 the correlation between project mark and course mark is presented. As can be seen, there is a direct relation between high achievers in project work with high achievers in course total. A linear trend line drawn between the data shows high value for coefficient of determination (R 2 = 0.94018). However, with the correlation plotted between final examination results and total course marks shows a lower R 2 value of 0.4811, indicating that higher achievers in final examination are not necessarily the higher achievers overall. These correlations suggest that while final examination results are often considered as the main factor in determining students' grade, the project results prove otherwise. This is because with the project work, students have more opportunity to bring out the knowledge, understanding, problem solving skills, teamwork and communication capabilities. The marks assigned to them covers more skills than the examination. ...
Context 2
... Figure 4, analysis of students' achievement is presented in terms of grade range. In S1, there were 3 students obtaining 'A' range grade but none was in S2. The 'B' and 'C' range achievers however increased from 87% to 93% and there is a small percentage of D range achievers (6.45%) in S2. These indicate that the inclusion of small project in this course has resulted on a more reliable assessment of students capabilities. Grade distribution shows better S-curve and bigger percentage of students in the range of 'B' and 'C' grades, with the max on the distribution shifted from 'B+' to 'B'. In order to relate between students achievement in project work to their overall course achievement, Figure 5 and Figure 6 are referred. In Figure 5 the correlation between project mark and course mark is presented. As can be seen, there is a direct relation between high achievers in project work with high achievers in course total. A linear trend line drawn between the data shows high value for coefficient of determination (R 2 = 0.94018). However, with the correlation plotted between final examination results and total course marks shows a lower R 2 value of 0.4811, indicating that higher achievers in final examination are not necessarily the higher achievers overall. These correlations suggest that while final examination results are often considered as the main factor in determining students' grade, the project results prove otherwise. This is because with the project work, students have more opportunity to bring out the knowledge, understanding, problem solving skills, teamwork and communication capabilities. The marks assigned to them covers more skills than the examination. ...
