Main Article Content
Modules relating to engineering disciplines mostly comprise laboratory hands on practical in order to demonstrate the application of theory in practice. Guided sheet is usually followed by the instructor while carrying out the practical and students are allowed to work as a team by following the instructions. Since it is a common practice in almost all engineering laboratories, students’ learning was investigated using two soil experiments in civil engineering technological programme in 2018. Interviews were conducted to search what students learn from the practical by recalling learned materials from sample of students after completion of the practical and the method adopted by the instructors were collected through the questionnaire. Analysis based on recalling learning showed that students remember observable aspects of practical task such as identification of apparatus and the testing procedure within one year but it does not assist them to learn theory and calculations though it has been totally covered during the practical lesson. It is noted that students highly involved in doing practical in laboratory rather than attending theory and calculation. Students’ active involvement in learning before the commencement of practical with the assistance of the instructor, observing physical outcomes while doing and searching additional information at the end through internet have showed better results. Preset process is found partially effective and learning on theory and calculation need to be improved to make the process success.
Keywords: Laboratory practical, students’ learning, recalling learning, effectiveness,
This work is licensed under a Creative Commons Attribution 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
 V. Romanas, V. Krivickas and J. Krivickas, Laboratory Instruction in Engineering Education, Global J. of Engng. Educ., Vol.11, No.2, 2007, pp 191-196.
 I. Abrahams and R. Millar, Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science, International Journal of Science Education Vol. 30, No. 14, November 2008, pp. 1945–1969.
 O.M. Olubu, Effects of laboratory learning environment on students’ learning outcomes in secondary school chemistry, International Journal of Arts & Sciences, 08(02), 2015, pp 507–525.
 K. Tobin, W. Capie and A. Bettencourt, Active teaching for higher cognitive learning in science, International Journal of Science Education, 10 (1), 1988, pp 17-27. doi: 10.1080/0950069880100103.
 A. Hofstein, O. Navon, M. Kipnis and R. Mamlok-Naama, Developing Students’ Ability to Ask More and Better Questions Resulting from Inquiry-Type Chemistry Laboratories, Journal of Reasearch in Science Teaching Vol. 42, NO. 7, 2005, PP. 791–806. doi: 10.1002/tea.20072.
 J. Michael, Where’s the evidence that active learning works? Advances in Physiology Education Vol. 30, 2006, pp 159–167. doi:10.1152/advan.00053.2006.
 B. Maria, S.S. Parappilly, G. Marjan, J.S. Zadnik and L. Schmidt, An Inquiry-Based Approach to Laboratory Experiences: Investigating Students' Ways of Active Learning, International Journal of Innovation in Science and Mathematics Education, 21(5), 2013.
 J.A. David, ‘Current Trends in Laboratory Class Teaching in University Bioscience Programmes’, UK Centre for Bioscience, Higher Education Academy, and Faculty of Biological Sciences, University of Leeds, Leeds, LS2 9JT. Vol.13, 2009.
 D.S. Domin, A Review of Laboratory Instruction Styles, Journal of Chemical Education 76(4), 1999, pp 543.
 P. Tamer and V.N. Lunetta, Inquiry-related tasks in high school science laboratory handbooks, Science Education, 5, 1981, pp. 477–484.
 F. Darrell, H. Allan and D. Henderson, Laboratory Learning Environments and Practical Tasks in Senior Secondary Science Classes, Research in Science Education, 28(3), pp 353-363.
 P. Nuttgens, What Should We Teach and How Should We Teach It? Aims and Purpose of Higher Education (Wildwood House, Aldershot. 1988.
 N.S. Edward, The role of laboratory work in engineering education: student and staff perceptions, International Journal of Electrical Engineering Education, 39 (1), 2016, pp 11-19.
 L. Feisel and A. Rosa, The Role of the Laboratory in Undergraduate Engineering Education, Journal of Engineering Education, 2005, pp 121-130.
 C.V. Rahane, P.V. Mane and S.R. Bawane, The role of laboratories and its self-audit in engineering education, International Journal of Advance Research in Science and Engineering, Vol 6 (9), 2017, pp 806-821.
 J. Sujatha and R. Jobanputra, American Society for Engineering Education. 2012.
 K. Shaaban, Practical teaching and its importance in teaching civil engineering, Global Innovators Conference 2013 College of the North Atlanic-Qatar, 4-7th April 2013.
 M. Patton, Qualitative evaluation and research methods, Beverly Hills, CA: Sage. 1990, pp 169-186.
 R. Millar, J. F. Maréchal and A. Tiberghien, ‘Mapping’ the domain: Varieties of practical work. In J. Leach & A. Paulsen (Eds.), Practical work in science education, recent research studies, Roskilde/Dordrecht, The Netherlands: Roskilde University Press/Kluwer, 1999, pp 33–59.
 V. N. Lunetta and P. Tamir, Matching lab activities with teaching goals, The Science Teacher, 46(5), 1979, pp 22–24.
 H. Ebbinghaus, Memory: A Contribution to Experimental Psychology, Classics in the History of Psychology, An internet resource developed by Christopher D. Green York University, Toronto, Ontario. 1885.
 R. Millar, The role of practical work in teaching and learning of science, Department of Educational Studies, The University of York, High School Science Laboratories: Role and Vision, National Academy of Sciences, Washington. 2004.