Science Journal of Education
Volume 1, Issue 5, December 2013, Pages: 97-103
Received: Aug. 30, 2013;
Published: Dec. 20, 2013
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Israel Dunmade, Environmental Science Dept., Mount Royal University, Calgary, AB T3E 6K6, Canada
The purpose of this study is to assess students' learning from term projects. A term project is a hands-on assignment that require students to apply ideas, theories, concepts, or principles learned or studied in class to a new situation/real life scenario. Term projects in ENVS 4413 Principles of eco-industrial development are designed to help students connect theory with practice. The aim is to enhance students' learning of the course materials and to give them experiential knowledge of how the course materials are applied in the workplace. A qualitative method was used in the study. Term project reports, midterm exam papers and final exam papers submitted by students were the sources of data used in assessing students' learning from the term project. Term project reports and exam papers submitted by students were assessed in terms of solutions suggested for the problem situation, eco-industrial theory applied, the relevance of the theory applied, and the degree of effectiveness of the student in using the theory to profer solution to the problem. Data analysis showed that 87.5% of students in the class accurately diagnosed the problem, used appropriate eco-industrial theory in providing suitable solutions to solving the encountered problems and was highly effective in using the appropriate theory to solving the problem, 12.5% did not use the theory effectively. Findings from the students' performances revealed that term project aids students' learning and enables them to connect theory with practice. This assures the compliance of the Bachelor of Applied Environmental Science (BAES) degree program with the original program design and facilitates the success of Mount Royal University's BAES degree students.
An Assessment of Students' Learning from Term Projects, Science Journal of Education.
Vol. 1, No. 5,
2013, pp. 97-103.
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