Student evaluation of engineering modules for improved teaching-learning effectiveness

Understanding students’ learning techniques and learning difficulties is essential in evaluating success in achieving learning outcomes and of the overall teaching-learning process in engineering programmes. Whilst the effectiveness of module delivery is closely related to teaching, less emphasis has been placed on the evaluation of modules as compared to the evaluation of teaching by students. The study aims to demonstrate how a novel student evaluation of module (SEM) questionnaire can be used to obtain students’ input and feedback on modules with a view to improving teaching and learning. Learning difficulties, potential solutions to overcome these perceived difficulties and ways to increase students’ interest in the modules have been explored through this alternative SEM. The proposed SEM allowed efficiency in data collection and analysis, with the added advantage of a global analysis on all modules offered in an engineering programme. Conclusions drawn from the SEM results can be used as guidelines for teaching-learning improvement, as well as for curriculum development.