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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Learning from experience approach has been widely adopted in the academic cluster of Built Environment including Civil Engineering field. To further strengthen this aspect, a study in exploring construction site visit as an aid to educational component in teaching and learning method is significant. This provide a platform which helps civil engineering students to enhance their safety knowledge and understanding by experiencing the real time situation at the construction site. The objectives of this study are to: (1) determine the effectiveness of site visit approach in teaching and learning of construction site safety (2) measure the performance between students who acquire knowledge related to safety by experiencing one site visit compared to students with zero site visit; and (3) compare the achievement and understanding between male and female students if site visit is adopted in the teaching and learning process. A set of questions is designed as an instrument and participating students are required to answer the questions nonverbally to show their knowledge on the construction site safety. Based on the scoring marks, a statistical analysis has been conducted. The result indicates that students with one site visit have better achievement and understanding compared to students with zero site visit. In addition, the result also shows that with one site visit, female students have better performance in the score marks compared to male students.   Keywords: construction site, experience-based learning, site safety, site visit

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