Effectiveness of Teaching and Learning Activities

with Miniproject Development Towards Enhancing

The Undergraduate Engineering Skills

H. Hussin1,2, M.F.M Idros1, F. Saad1,2, N. Khairudin1

1
Faculty of Electrical Engineering, Universiti Teknologi Mara (UiTM),40450 Shah Alam, Selangor, Malaysia,
2
Integrated Microelectronics Systems and Applications Research Group, Universiti Teknologi Mara (UiTM), 40450 Shah Alam,
Selangor, Malaysia
hanimh@uitm.salam.edu.my

Abstract² Modern education in engineering requires the
lectures and syllabus to be an effective and innovative. This is in
the point of view to produce high talented and creative engineers
in providing solutions to the industries and communities. With
regard to that, a study on the effectiveness of developing
miniproject in the Embedded Design and Interfacing course has
been conducted. This study was intended to measure the
VWXGHQWV¶ satisfaction on the teaching and learning activities
implemented throughout the course towards their success in the
miniproject and engineering skills development. A survey was
distributed to the students taking this course in Semester March
± June 2017 in Faculty of Electrical Engineering, Universiti
Teknologi MARA. It was found that, 60% of the overall students
chose the lab session conducted during face-to-face lecture as the
most effective method of teaching and learning activities that is
able to help them in developing a good miniproject. Other
activites conducted throughout the semester is shown to be
significant as minimum of 30% of the overall students stated that
the activities are the most effective method. Upon completion of
the miniproject, more than 60 students have a thought that they
had develop a very good engineering skills which include
planning and organisation skills, hand-eye coordination, ability
to undertake detailed and elaborate work, ability to identify,
analyse and solve problems and enjoy computing and technical
design. A comparative study which analyse the result of Question
3 from Test 1 and Test 2 indicated that, the programming skill
for 80% and 44% students from class EE241S6B and EE241M6C
respectively obtained higher Test 2 marks as compared to Test 1.
Hence it can be concluded that the miniproject can help to
HQKDQFHWKHVWXGHQW¶VSURJUDPPing skill.
Index Terms²Embedded Design; teaching and learning; face-
to-face; engineering miniproject; hands on lab session
I. INTRODUCTION
Nowadays, students are exposed to the online resources and
able to gather valuable information in understanding or
enhancing their knowledge with respect to their studies. With
regard to this, lecturers, syllabus and tools used in the lecture
must be innovative, creative and able to attract the students
attention. In addition, for engineering based education, the
quality of lecture content and activities must be able to be
dynamic. The best method to learn engineering is by
developing an engineering project [1]. Hence, the engineering
skills can be acquired upon completion of their project [1]±[4].
The engineering skills are very important upon the students
graduation. Technical and skills in human relations are very
important as the engineering profession deals with uncertainty
and conflicting demands from communities and industries [5].
Another approach is by implementing a problem-based
learning (PBL) activites. Most previous study indicates that the
PBL is DEOH WR JURZ WKH VWXGHQW¶V HQJLQHHULQJ VNLOO [5][6].
Hence, the implementation of hands on lab session and
miniproject in engineering course can help the students to
nurture their engineering skills to be highly creative,
imaginative and independent students [7].
II. METHODOLOGY
A. Embedded Design and Interfacing Course (ELE551)
The main aim of this research was to evaluate the
effectiveness of the teaching and learning activities for the
Embedded Design and Interfacing course towards the
successfulness of students developing their miniproject. The
effectiveness of the miniproject implemented in the course in
preparing the students to be a skillfull engineer was also
studied. The Embedded Design and Interfacing (ELE551)
course is offered for Electronic Engineering program at the
Faculty of Electrical Engineering, Universiti Teknologi
MARA.
This course exposes students to the fundamental embedded
system hardware and firmware design. The three course
outcomes based on the syllabus consists of ability to describe
microcontroller and how they are applied in various
application, ability to explain the architecture, programming
language and application of microcontroller and the last one is
ability to design electronic circuit and controlled by a
microcontroller. The prerequisite for this course is
Microprocessor System course.
This research is conducted in the basis of understanding the
VWXGHQWV¶V ability to accomplish the Program Outcome, PO 2
and PO 5 which are intended for this course. According to

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Engineering Accreditation Council, the PO 2 is to identify,
formulate, research literature and analyse complex electronic
engineering problems reaching substantiated conclusions,
while PO5 is the ability to create, select and apply appropriate
techniques, resources and modern engineering and IT tools,
including prediction and modelling, involving complex
electrical engineering activities. Therefore, the implementation
of this course will involve a face-to-face session, online
learning and teaching, and miniproject development.
B. Implementation of Teaching and Learning Activities
In this course, the teaching and learning activites involves
face-to-face lecture, online teaching and learning and
development of miniproject. The students must come to the
class for lecture and conduct their lab works according to the
timetable as assigned by the faculty. The face-to-face lecture is
still relevance in current engineering education as to ensure
that students can gain an appropriate knowledge as they
conduct their own self-study or miniproject development [6].
The lecture notes together with appropriate lab modules are
important as to provide the students a good guidance to ensure
that they gain a broader set of knowledge and are able to
produce highly creative and imaginative applications hence
able to produce generation of engineers for future challenge
[7]. Hands on lab session during face-to-face activity also can
help the students to understand and be able to gain better
knowledge related to programming course [4]. Table I and
Table II highlight the topics covered during the face-to-face
lecture and topics for lab session respectively. During each lab
session, the students were given a task to be completed. After
completing each lab session and additional exercise for each
lab session, the students are required to write a short report and
record a video for their works.
TABLE I. CHAPTERS COVERED DURING FACE-TO-FACE
LECTURE
Week Topic
1-2 Introduction of Microcontroller
3±4 Programming (C Language) for Arduino
5-7 Sensor and Actuator
8±9 Control
10 ± 11 Timer and Interrupt
12 Wireless Communication
TABLE II. LAB SESSION DURING FACE-TO-FACE LECTURE
Lab Title
1 Output Port Interfacing
2 Multiple Output Port Interfacing
3 Transistor And Motor
4 A Single Servo
5 Piezo Elements
6 Button Pressing With Pushbuttons
7 Twisting Potentiometers
8 Photo Resistors
9 Temperature Sensor
10 Controlling Relay For Larger Loads
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2017 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)
Page 176
For the online teaching and learning actitivies, the students
are recommended to watch online videos related to the topics
covered during the class. A few Youtube videos were
identified by the lecturers and shared during the class as to aid
the students in further understanding on related lecture. [8]±
[13] are some of the URL links that can facilitate the student.
Besides understanding the lecture, the online materials are also
important in order to help the students to complete their
assignment and miniproject work. For example, [14], [15] help
them to do their assignment which integrates the Bluetooth or
WIFI with the Arduino. The assignment that they need to do is
to turn on LED using Bluetooth or WIFI module.
Another important component for teaching and learning
actitivies of this course is the development of miniproject. For
the miniproject development, they need to develop the ioT
project which utilizes Arduino, sensor, apps, smart phone and
bluetooh or WIFI module. The project is developed in a group
of 2 or 3 students. The students are required to provide a
solution based on the question in Table III. To complete the
miniproject, the students need to prepare a miniproject
proposal, present their miniproject proposal, develop the
project, prepare a prototype, present their miniproject and
prepare a technical paper. The actitivies planned for the
miniproject development are actually to ensure that the
students can enhance their research and engineering skills [1],
[3], [16] provided if they are actively involved in the
miniproject development .
TABLE III. QUESTIONS FOR MINIPROJECT DEVELOPMENT
No Question
Design a temperature control monitoring system in house or
1
plantation system to electricity monitoring purpose
Design a system that can alert disable person when someone comes to
2
his/her house
Design an automatic and security system for 20 parking spaces in the
3 parking area. The system must be able to tell people about the
availability of the parking space and safe
Environment monitoring is required for healthy life. Design a system
4 to alert or monitor the current condition of carbon monoxide in urban
area
A highly demand of healthcare monitoring system is due to awareness
5 of self-healthcare. Therefore, design a simple healthcare by
monitoring the heart bit rate or blood pressure
Ticketing system for bus or LRT need to be more user friendly.
6 Therefore, apps based ticketing system by using smartphone is
required
Sometime, making payment need to queue and waste people's time.
7
Design a self-payment system with security for easier life
It is difficult for pet owner to go away for a few days as no one can
help to provide food and drink for the pet. Hence, design an automatic
8 water and food feeder for pet which if the water or food less than
FHUWDLQDPRXQWWKHSHW¶VRZQHUZLOOEHDOHUWHGDQGJLYHLQVWUXFWLRQWR
the system to add water and food at the appropriate amount
C. Course Assessment
The assessment for the course are based on 40%
coursework and 60% miniproject. There are two components
for face-to-face lecture which consists of lecture and hands on
lab session. The 40% assessment of the coursework comes
from the two tests which contribute to 20% while another 10 %
from the lab session and another 10% from assignment. The
content of lab session and question for assignment are already
explained in the previous section. The two tests were
conducted during week 6 and week 13, where the questions are
designed based on the lectures and lab sessions during the face-
to-face session. Table IV highlights the course outcome and the
question number tested to measure the outcome of the course
together with the program outcome. For the miniproject
assessment, the evaluation are done based on Table V. Total
percentage for the miniproject is 60%. As shown in the table,
the assessment for the miniproject includes progress,
presentation of project and the prototype as well as the
technical report. Based on the item evaluated, the students are
able to show their communication skill, writing skill and also
their creativity when developing the prototype. This is an
important activity which can give exposure and benefit to the
students with regard to the work-related skills. By having this
course, a good designer and innovative engineer can be
produced. This will enhance their engineering skills, whereby
the university is not just producing engineers with
mathematical expertise without real exposure towards the
industrial engineering skills [1].
In this work, the PO5 is measured based on the question 3
for the two tests. Result from test 1 will be compared to test 2
for question 3. Question 3 is focusing on the programming skill
in which the students are given a situation to be solved. They
need to write the source code based on the Arduino
programming to provide a solution based on the situation
given. The reason why the comparison is made is because to
justify if there is significant skill increment in terms of
programming skill after the students finish their miniproject.
TABLE IV. COURSE OUTCOME, QUESTION NUMBER AND
RESPECTIVE PROGRAM OUTCOME
No Course Outcome Question
Ability to describe microcontroller and
1 how they are applied in various Q1
application
Ability to explain the architecture,
2 programming language and application Q2
of microcontroller
Ability to design electronic circuit and
3 Q3
controlled by microcontroller
TABLE V. MINIPROJECT EVALUATION
Total
Part Actitivities Percentage
Marks
A. SWXGHQW¶V3URJUHVV(YDOXDWLRQ 40
Presentation 40
B.
Product / Prototype Evaluation 60
C. Mini Project Report Evaluation 20
D. The Survey, Participants and Scope of Study
The participants for this research are the semester six
students in the undergraduate program in the Electronic
Engineering of the Faculty of Electrical Engineering. There are
121 VWXGHQWVZKRWRRNWKH³(PEHGGHG'HVLJQDQG,QWHUIDFLQJ´
course completed the survey. The students were in semester
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2017 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)
Page 177
March ± June 2017 (N=121), from group EE241E6B,
EE241M6A, EE241M6C, EE241S6A, EE241S6B and
EE241S6C. The survey is developed as to obtain a student
feedback on the teaching and learning activites that help them
to develop a good miniproject. The students¶V RSLQLRQ ZHUH
also asked in terms of their engineering skill ability upon
completing the miniproject. Table VI shows the engineering
skill obtained upon completing the miniproject. The students
need to rate from excellent, very good, good, weak and poor.
To study on the effectiveness of the miniproject in enhancing
the engineering skill with respect to the programming skill,
result Test 1 and Test 2 for students in Group EE241S6B and
EE241M6C. The tests marks are compared based on the Q3
PDUNV¶DQGHYDOXDWHG
TABLE VI. QUESTIONNAIRE ON ENGINEERING SKILLS
No. Engineering skills
1. Communication skills
2. Planning and organisation skills
3. Hand-eye coordination
4. The ability to undertake detailed and elaborate work
5. The ability to identify, analyse and solve problems
6. To enjoy computing and technical design
7. Programming skill
III. RESULTS AND DISCUSSIONS
A. Background of the Students Participated in the Survey
A survey was distributed to six classes with three different
lecturers. Fig. 1 shows the percentage of students took part in
PO2 PO5 the survey. The highest percentage students who took part are
from the class EE241S6B and EE241M6C. Therefore, the
¥ results for Question 3 in Test 1 and Test 2 will be analysed
based on these two classes.
¥
¥
10%
30%
20%
Fig. 1. Percentage of students from each class take part in the survey
Fig. 2a and 2b show the education background for the overall
students participated in the survey and the total students from
class EE241S6B and EE241M6C respectively. For Fig. 2a, the
highest percentage is 42% from Diploma holder UiTM
Dungun, followed by Diploma holder UiTM Penang, Pasir miniproject proposal, technical paper preparation, video and
Gudang and Matriculation KPT which contribute to 14% each. miniproject proposal presentation.
7% from Diploma holder UiTM Sarawak while 6% from
Matriculation UiTM. For Fig. 2b, the highest percentage which
is 49% from the two classes are also from Diploma holder
UiTM Dungun. The relationship between the students
performances and their education background will be studied
in terms of their programming skills and ability to work
independently based on students in class EE241S6B and
EE241M6C. The correlation between the students major and
ability to increase engineering skills and work independently
will be studied. Class EE241S6B is majoring in System
Engineering while class EE241M6C is majoring in
Communication Engineering.

Fig. 3. 5HVSRQVHWRTXHVWLRQVUHIOHFWLQJWKHVWXGHQW¶VRSLQLRQRQWKH
effectiveness of teaching and learning activities

We extract the percentage of the most effective method

chose by the students as shown in Fig. 4. The most effective
method chosen by 60% of the overall students is the lab
session. More than 50% of the overall students think that the
Internet youtube is the most effective method to complete their
miniproject successfully. 45% of the students choose IOT
assignment and internet online tutorial as the most effective
method which help them to develop their miniproject. More
than 30% of the overall students specify that the most effective
(a) methods for other teaching and learning activities implemented
throughout the course which signify that the activites are
relevance with their needs.

(b)
Fig. 2. a) Percentage background of overall students take part in the survey b)
Percentage background of students from class EE241S6B and EE241M6C
Fig. 4. Analysis based on the most effective method in teaching and learning
take part in the survey.
activities for this course.

B. Students Perception on the Effectiveness of the Teaching
and Learning activities in developing the miniproject
To investigate the effectiveness of the teaching and
learning activities implemented in the course, the results from
the questionnaire distributed to the students is shown in Fig. 3.
The teaching and learning activities listed in the figures consist
of lab session, internet Youtube, IOT assignment, internet
online tutorial, final miniproject presentation, lecture,
C. Students Perception on the Effectiveness of the Miniproject
Implementation in the Course towards their Development
of Engineering Skills
Development of miniproject is well-known to be as one of
the education method to increase the capability of students
work-skill [1], [3]. Hence, as VKRZQ LQ )LJ  WKH VWXGHQWV¶s
perception toward this course implementation is obtained. It
shows that 94% of the overall students agree that this course

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2017 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)
Page 178
can train them to be a good engineer. Only 6% of the students
are not sure if this course can train them to be a good engineer.
Fig. 5. 5HVSRQVHRITXHVWLRQVUHIOHFWLQJWKHVWXGHQWV¶RSLQLRQLIWKLVFRXUVH
can train them to be a good engineer.
)LJ  VKRZV WKH VWXGHQWV¶ SHUFHSWLRQ WRZDUG WKHLU
development of engineering skills upon completion the
miniproject work. The questions on the engineering skills are
as shown in Table VI. More than 20 students think that they
have develop excellent engineering skills except the
programming skill. Only 19 students think that they develop
excellent programming skill. For all the engineering skills
except the communication and programming skill, more than
60 students think that they have develop a very good
engineering skills. 58 students think that they develop a very
good communication skill while only 49 students think that
they have develop a very good programming skill. About 5
students think that they have weak programming skill. Based
on the results, the programming skill needs to be improved
and more courses related to the programming and
development of project should be given to the students. The
method to teach programming needs to be enhanced and
effective as to ensure the students are able to obtain a good
skill of programming. In [4], [2] they describe the methods in
teaching programming to the engineering students which
involves the miniproject and hands on lab session.
Fig. 6. Response to questions reflecting WKHVWXGHQW¶VYLHZRQWKH
development of their engineering skills
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2017 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)
Page 179
D. Effect of teaching and learning activities on the
programming skill students in Class EE241S6B and
EE241M6C
Based on the results in Section C, there are 4% of students
still think that they acquire weak programming skill upon
completion of the miniproject. 16% students think that they
have an excellent programming skill and 40% of the students
think that they acquire a very good programming skill. In total,
more than 50% students are able to enhance their programming
skill. As the question 3 in Test 1 and Test 2 focusing on their
ability to write an Arduino programming code as for solution to
the problem, the marks obtained during Test 1 and Test 2 are
extracted and analysed. Fig. 7 shows the percentage difference
of the marks from Test 1 and Test 2 that indicates an increase,
decrease or unchange upon completion of the miniproject.
Based on the results, both classes shows more students
obtained better marks upon completion of the miniproject.
About 80% and 44% students from class EE241S6B and
EE241M6C respectively obtain higher Test 2 marks as
compared to Test 1. 37% students from class EE241M6C
obtained lower Test 2 marks as compared to Test 1 marks and
only 13% students from class EE241S6B obtained lower Test 2
marks as compared to Test 1 marks. In general, more students
obtained higher Test 2 than Test 1 from class EE241S6B as
compared to class EE241M6C. While more students obtained
less Test 2 marks than Test 1 from class EE241M6C as
compared to class EE241S6B. Hence, we can conclude that the
students majoring in System engineering have better
programming skill as compared to the students majoring in
Communication Engineering because they get more exposure
to programming subject during their study.
Another interesting data that we correlate between the
students in both classes who took part in the survey with
respect to their education background; 100% students from
Diploma Engineering in Penang, Pasir Gudang and Sarawak
obtained Test 2 marks higher than Test 1. About 60% students
from Diploma Engineering in Dungun obtained higher marks
for Test 2 as compared to Test 1 and another 40% obtained less
marks for Test 2 as compared to Test 1. However, for
Matriculation students from KPT, only 25% increased and the
remaining 75% unchanged. For Matriculation UiTM, 100%
unchanged which shows no improvement with regard to the
programming skill upon the completion of miniproject. Noted
that, the students that obtained unchange for their results have
not obtained full marks for that particular question. We can
conclude that the students with diploma education background
have better understanding as compared to matriculation
education background. This is most probably the ex-diploma
students had the experience of using Arduino and had more
exposure of the programming course during their previous
study.
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[3] R. M. Shubair, H. W. Elayan, M. I. Alhajri, and A. S. Goian,
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56±60, 2016.
[4] 0 +XVDLQ 1 7DUDQQXP DQG 1 3DWLO ³7HDFKLQJ
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IV. CONCLUSIONS
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The effectiveness of teaching and learning activites in the [Online]. Available: https://youtu.be/QhNniCb6A6w.
Embedded System and Interfacing course has been studied [10] $ $ (/(&7521,&6 ³'LIIHUHQFH EHWZHHQ 0LFURSURFHVVRU
in this paper. The students provide their perceptions toward DQG 0LFURFRQWUROOHU´ >2QOLQH@ $YDLODEOH
the activities which are able to help them completed their
https://youtu.be/dcNk0urQsQM.
miniproject successfully. The study shows that, the
engineering skills which include the soft skills are able to [11] % $ & 6FLHQFH ³0DFKLQH &RGH DQG +LJK OHYHO /DQJXDJHV
be obtained by the students throughout the miniproject 8VLQJ ,QWHUSUHWHUV DQG &RPSLOHUV´ 2015. [Online]. Available:
development in this course. They are also satisfied with the https://youtu.be/1OukpDfsuXE.
teaching and learning activities throughout the course [12] $ $XWKRULW\ ³$VVHPEO\ ODQJXDJH DQG PDFKLQH FRGH - Gary
implementation. Hands on lab session in face-to-face H[SODLQV´  >2QOLQH@ $YDLODEOH
lecture is shown to be important and the most effective https://youtu.be/wA2oMRmbrfo.
method as a preparation for the miniproject development. [13] 7G[&RSWHU ³1R 4XDGFRSWHU 3,' &RQWUROOHU 7HVWLQJ -
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ACKNOWLEDGMENT https://youtu.be/R2QOougRFww.
The authors would like to thank Institute of Research [14] 7FRGG ³:LUHOHVV 7HPSHUDWXUH DQG +XPLGLW\ 0RQLWRU :LWK
Management and Innovation (IRMI) UiTM and Ministry (63´  >2QOLQH@ $YDLODEOH
of Higher Education for the financial supports. This http://www.instructables.com/id/Wireless-Temperature-and-
research work is conducted at the Faculty of Electrical Humidity-Monitor-With-ESP/.
Engineering, Universiti Teknologi MARA (UiTM), [15] 0 , RI 7HFKQRORJ\ ³7XWRULDOV IRU $SS ,QYHQWRU´ Creative
Malaysia under the support the ARAS Grant 600- Commons Attribution-ShareAlike 3.0 Unported License, 2000.
RMI/DANA 5/3/ARAS (18/2015). [Online]. Available:
http://appinventor.mit.edu/explore/ai2/tutorials.html.
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2017 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)
Page 180