An Assessment of Students' Learning from Term Projects

Israel Dunmade

doi:doi:10.11648/j.sjedu.20130105.17

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An Assessment of Students' Learning from Term Projects

Israel Dunmade

Published in Science Journal of Education (Volume 1, Issue 5)

Received: 30 August 2013 Accepted: Published: 20 December 2013

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Abstract

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.

Published in	Science Journal of Education (Volume 1, Issue 5)
DOI	10.11648/j.sjedu.20130105.17
Page(s)	97-103
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Applied Degree Program, Collaborative Project-Based Learning, Connecting Theory with Practice, Environmental Education, Principles of Eco-Industrial Development, Problem-Based Learning, Term Project

References

[1]	L. Helle, P. Tynjälä and E. Olkinuora, Project-Based Learning in Post-Secondary Education: Theory, Practice and Rubber Sling Shots, Higher Education, Vol. 51, No. 2, 287-314.
[2]	J.W. Thomas, "A review of research on project-based learning," Online available from http://www.autodesk.com/foundation.
[3]	I. Dunmade, Effectiveness of Term Projects in Helping Students to Connect Theory with Practice: an Evaluation of Students’ Perspectives, Education Journal, Vol. 2, No. 1, 1-6.
[4]	L. Andresen, D. Boud and R. Cohen, Experienced-based learning, In: G, Foley. (Ed). Understanding adult education and training, 2nd ed. Sydney: Allen & Unwin, 2000, 225-239.
[5]	M. Daniels and L. Asplund, Full Scale Industrial Project Work: a one semester course, In the proceedings of the 29th ASEE/IEEE Frontiers in Education Conference, November 10 - 13, 1999 San Juan, Puerto Rico.
[6]	A. Gitterman, Teaching students to connect theory and practice, Social Works with Groups, Vol. 11, No. 1/2, 33-41.
[7]	F. A. Korthagen and J. P. Kessels, Linking theory and practice: Changing the pedagogy of teacher education, Educational Researcher, Vol. 28, No. 4, 4-17.
[8]	D.H. Allsopp, D. DeMarie, P. Alvarez-McHatton and E. Donne, Bridging the Gap between Theory and Practice: Connecting Courses with Field Experiences, Teacher Education Quarterly, Winter 2006, 19-35.
[9]	American Association for the Advancement of Science (AAAS), Science for all Americans: Project 2061. New York: Oxford University Press, 1990.
[10]	Tsang, A.K., In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals, International Journal for the Scholarship of Teaching and Learning, Vol. 5, No. 1, 1-20, Online available from http://www.georgiasouthern.edu/ijsotl
[11]	C.H. Major and B. Palmer, "Assessing the effectiveness of problem-based learning in higher education: lessons from the literature, Academic Exchange Quarterly," vol. 5(1), Spring 2001. Online available from http://www.rapidintellect.com/AEQweb/mop4spr01.htm
[12]	L.K.J. Baartman, T.J. Bastiaens, P.A. Kirschner and C.P.M. Van der Vleuten, "Evaluation assessment quality in competence-based education: A qualitative comparison of two frameworks," Educational Research Review, Vol. 2, 114-129.
[13]	J.E. Mills and D.F. Treagust, "Engineering education - is problem-based or project-based learning the answer?" Australasian journal of engineering education"

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APA Style

Israel Dunmade. (2013). An Assessment of Students' Learning from Term Projects. Science Journal of Education, 1(5), 97-103. https://doi.org/10.11648/j.sjedu.20130105.17

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Israel Dunmade. An Assessment of Students' Learning from Term Projects. Sci. J. Educ. 2013, 1(5), 97-103. doi: 10.11648/j.sjedu.20130105.17

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Israel Dunmade. An Assessment of Students' Learning from Term Projects. Sci J Educ. 2013;1(5):97-103. doi: 10.11648/j.sjedu.20130105.17

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@article{10.11648/j.sjedu.20130105.17,
  author = {Israel Dunmade},
  title = {An Assessment of Students' Learning from Term Projects},
  journal = {Science Journal of Education},
  volume = {1},
  number = {5},
  pages = {97-103},
  doi = {10.11648/j.sjedu.20130105.17},
  url = {https://doi.org/10.11648/j.sjedu.20130105.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20130105.17},
  abstract = {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.},
 year = {2013}
}

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TY  - JOUR
T1  - An Assessment of Students' Learning from Term Projects
AU  - Israel Dunmade
Y1  - 2013/12/20
PY  - 2013
N1  - https://doi.org/10.11648/j.sjedu.20130105.17
DO  - 10.11648/j.sjedu.20130105.17
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 97
EP  - 103
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20130105.17
AB  - 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.
VL  - 1
IS  - 5
ER  -

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Author Information

Israel Dunmade

Environmental Science Dept., Mount Royal University, Calgary, AB T3E 6K6, Canada

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Plain Text BibTeX RIS

APA Style

Israel Dunmade. (2013). An Assessment of Students' Learning from Term Projects. Science Journal of Education, 1(5), 97-103. https://doi.org/10.11648/j.sjedu.20130105.17

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ACS Style

Israel Dunmade. An Assessment of Students' Learning from Term Projects. Sci. J. Educ. 2013, 1(5), 97-103. doi: 10.11648/j.sjedu.20130105.17

Copy | Download

AMA Style

Israel Dunmade. An Assessment of Students' Learning from Term Projects. Sci J Educ. 2013;1(5):97-103. doi: 10.11648/j.sjedu.20130105.17

Copy | Download

@article{10.11648/j.sjedu.20130105.17,
  author = {Israel Dunmade},
  title = {An Assessment of Students' Learning from Term Projects},
  journal = {Science Journal of Education},
  volume = {1},
  number = {5},
  pages = {97-103},
  doi = {10.11648/j.sjedu.20130105.17},
  url = {https://doi.org/10.11648/j.sjedu.20130105.17},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20130105.17},
  abstract = {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.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - An Assessment of Students' Learning from Term Projects
AU  - Israel Dunmade
Y1  - 2013/12/20
PY  - 2013
N1  - https://doi.org/10.11648/j.sjedu.20130105.17
DO  - 10.11648/j.sjedu.20130105.17
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 97
EP  - 103
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20130105.17
AB  - 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.
VL  - 1
IS  - 5
ER  -

Copy | Download