The role of higher education is creating a holistic education for the students by integrating all learning domains, such as cognitive, psychomotor and affective into the course. The study aimed to investigate the students' performance on cognitive, affective and psychomotor domains according to the given assessment for embedded courses, which are Basic Soil Mechanics and Basic Hydraulics for the Diploma in Civil Engineering programme. There were 336 students of Basic Hydraulics and 406 students of Basic Soil Mechanics involved in this study. The assessments for the embedded courses are through 60% of the cognitive domain, 30% of the psychomotor domain and 10% of the affective domain. Simple frequency counts and Spearman's rank-order correlation were used to analyse students' performance. The results indicated that the students performed better in the psychomotor and affective domain compared to the cognitive domain. Meanwhile, the Spearman analysis showed that the Basic Hydraulic and Basic Soil Mechanics presented positive correlation, r=0.039 and r=0.268 respectively (α=0.05). The overall assessment incorporating all learning domains for each course is essential to produce skilled and knowledgeable graduates from any higher education programmes to meet industry needs.

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The psychomotor and affective are important domains in Programme Out-comes (PO) and are used to assess the achievement of learning objectives. The psychomotor domain refers to performing motor activities accurately, smoothly, and quickly. The affective components are those personality and behavioural characteristics which focuses on feelings, emotions, and attitudes. Through industrial training, students are exposed to engineering practices, the real civil engineering environments and the ethical and communication skill required. This paper identified the employer's perspective on the students’ attainment for psychomotor and affective domains while undergoing industrial training. There were 272 students are involved in this study that undergoing the Industrial Training in session II 2019/2020. The portion of marks from the industry evaluation for the psychomotor domain is 40% and for the af-fective domain is 10%. The marks were analyzed using descriptive statistical analysis to measure student’s performance. The Pearson correlation (r) was used to identify the relationship between each POs with related domain and the t-test analysis was completed to evaluate any significant difference be-tween the performance evaluation of male and female students. The result shows that most of the students were excellent in the psychomotor and affective domain. The r-value for each POs shows a moderately positive correlation. Therefore, the outcomes of this study can provide input to the faculty to improve the important elements of the psychomotor and affective domain to produce good quality of future civil engineering technical personnel.

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