Analysis of course learning outcomes attainment for business accounting in Diploma of Islamic Finance: A case study of College Professional Mara bandar Melaka
DOI:
https://doi.org/10.37134/esss.vol5.2.5.2024Keywords:
Course Learning Outcomes, Business Accounting, Key Performance Indicators, Kolej Profesional MARA Bandar MelakaAbstract
Course learning outcomes (CLOs) are statements defining what students should achieve by the end of a program, and their attainment is crucial for accreditation by the Malaysian Qualifications Agency (MQA). Thus, the objectives of this study are: (i) to investigate the trend of attainment of predetermined CLOs (ii) to identify the factors contributing to the attainment of the predetermined CLOs, and (iii) to suggest improvement measures towards the attainment of predetermined CLOs. The study used a mixed-method approach where in the quantitative approach, data were collected from CLOs reports issued by the Internal Quality Assurance (IQA) Unit to achieve the first objective. In the qualitative approach, data were obtained through interviews to achieve the second and third objectives. Descriptive analyses were used for the first objective, while thematic analyses addressed the second and third objectives. The results have shown that the attainment of CLO 3 was below 70%. The key performance index ranking is indicated as weak if a score falls below 70%. The findings identified time constraints, complexity, and instructional techniques as factors influencing CLO 3 attainment. Consequently, the study recommends evaluating the current curriculum and teaching methods to improve course learning outcomes.
Downloads
References
Ahmad, K., Ali, N. M., & Zainudin, S. (2011). An improved course assessment measurement for analyzing learning outcomes performance using Rasch model. Procedia-Social and Behavioral Sciences, 18, 442-449.
Amoudi, A. A., & AlShawwa, L. A. (2023). Factors affecting achieving learning outcomes in basic years in medical school at King Abdul Aziz University, Jeddah, Saudi Arabia. Journal of Medical Education and Curricular Development, 10, 23821205231212297.
Aziz, A. A., Yusof, K. M., & Yatim, J. M. (2012). Evaluation on the effectiveness of learning outcomes from students’ perspectives. Procedia-Social and behavioral sciences, 56, 22-30.
Babu, Anithamol & Roy, Anumol. (2023). Educational Paradigms in Perspective: While Teachers and Students Evaluate Outcome-Based and Traditional Educational Approaches. 2023.
Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364.
Boulatoff, C., & Cyrus, T. L. (2022). Improving student outcomes in large introductory courses. International Review of Economics Education, 41, 100247.
Chowdhury, H., Alam, F., Biswas, S. K., Islam, M. T., & Islam, A. K. M. K. M. S. (2013). Quality assurance and accreditation of engineering education in Bangladesh. Procedia Engineering, 56, 864–869.
Dasar Pembangunan Pengajian Akademik. (2022). Retrived from https://anyflip.com/qbvmd/uwrh
Dianabasi, E., & Ugochukwu, E. (2020). Overloaded curriculum, excessive daily academic activities and students’ learning effectiveness. Journal of Education, Society and Behavioural Science, 33(8), 70-75.
Kitzinger, J. (1995). Qualitative research: introducing focus groups. Bmj, 311(7000), 299-302.
Kolb, S. M. (2012). Grounded theory and the constant comparative method: Valid research strategies for educators. Journal of Emerging Trends in Educational Research and Policy Studies, 3(1), 83-86.
Lavanya, C., & Murthy, J. N. (2022). Assessment and Attainment of Course Outcomes and Program Outcomes. Journal of Engineering Education Transformations, 35(4).
Loughlin, C., Lygo-Baker, S., & Lindberg-Sand, Å. (2021). Reclaiming constructive alignment. European Journal of Higher Education, 11(2), 119-136.
Malterud, K., Siersma, V. D., & Guassora, A. D. (2016). Sample size in qualitative interview studies: guided by information power. Qualitative Health Research, 26(13), 1753-1760.
Macayan, J.V. (2017). Implementing outcome-based education (OBE) framework: Implications for assessment of students’ performance. Educational Measurement and Evaluation Review, 8(1), 1-10.
Malaysian Qualifications Framework. (2024). Retrieved from
https://www.mqa.gov.my/new/document/mqf/2021/MQF%20Ed%202%2002102019%20updated%2017022021.pdf
Malaysian Qualification Agency (2014). Guidelines to Good Practices. Retrieved from https://www2.mqa.gov.my/qad/v2/ggpnew.cfm
Min, K. J., Jackman, J., & Gemmill, D. (2013). Assessment and evaluation of objectives and outcomes for continuous improvement of an industrial engineering program. International Journal of Engineering Education, 29(2), 520-532.
Osman, S. A., Naam, S. I., Jaafar, O., Badaruzzaman, W. H. W., & Rahmat, R. A. A. O. (2012). Application of Rasch model in measuring students’ performance in Civil Engineering Design II Course. Procedia-Social and Behavioral Sciences, 56, 59-66.
Program Standard Muamalat and Finance (2022). Retrieved from
https://www2.mqa.gov.my/qad/v2/2022/Feb/PS%20MIF%202019%20%20updated%20version%20Jan%202022%20v2.pdf
Suhaimi, M. S., Juwara, L. N. H., & Abdullah, N. (2022). Programmes Educational Objectives (PEO) achievement for Diploma in mechanical engineering at Politeknik Muadzam Shah. Borneo Engineering & Advanced Multidisciplinary International Journal, 1(2), 37-42.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Munirah Salim, Ahmad Hafiz Zainal Abidin, Hadrah Hanum Ramlee, Zarith Najiha Azlan, Mohd Hairuz Zainal
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
