No abstract

No abstract

No abstract

No abstract

Abstract-This study aims to analyse the effectiveness of learning objects as alternative pedagogical tool in laboratory engineering education. 160 undergraduate students who enrolled in a Digital Systems course were randomly assigned to either a control group or an experimental group. This study utilised pre-test, post-test, postponed-test, and questionnaires as the basis of data collection to measure the effectiveness of learning objects. Before the experiment began, both groups were given pre-test. During the experiment, the students in the control group took a regular course without learning objects while the students in the experiment group took a regular course with learning objects. After 7 weeks of the experiment period, all students were given the post-test followed by distribution of questionnaires to the experiment group. Four weeks after the post-test, both groups were given postponed-tests. The results show that the post-test and postponed-test mean scores of the experiment group students are better than control group students. Further analysis with the three sub-groups (low-achiever, medium-achiever and high-achiever) reveals that the experimental group performed better especially the low-achiever and medium-achiever sub-groups benefited more in increase and retention of knowledge and concept compared to the same sub-groups in the control group.Index Terms-Engineering education, interactive learning environments, learning objects, post-secondary education.