Assessing Teamwork Value in Project-Based Learning of Capstone Project Course

Abstract

Teamwork is a crucial soft skill that need to be instilled to the undergraduates from Petroleum Engineering course in order to address the 10th and 12th Program Outcome outlined by the Engineering Accreditation Council for Malaysia higher education institution. Teamwork is beneficial to the students in order to build their self-confidence, exchange their opinions, develop critical and creative thinking to improve their learning process and serves as a life-long learning skill that could be utilized in the oil and gas industry and other engineering sectors. The key objective of this study is to investigate the teamwork in capstone project which is a summative assessment to address the affective domains to produce well rounded graduate. This study aims to examine the impact of teamwork in the process of project-based learning in the compulsory capstone course for final year students to their individual performance. Its assessment was claimed to be designed based on capstone project requirements by the Engineering Accreditation Council. The capstone course design is a project-based learning (PBL) approach as it is designed for group activity that will go on for two semesters. The research measured for the teamwork performance in four dimensions which is Working with Others, Planning and Organising, Effectiveness under Stress and Commitment to job. Additionally, this study deployed a quantitative method through a set of questionnaires. The design capstone course is unable to accommodate or evaluate excel teams of Teamwork performance and it addresses heavily on the cognitive domain through their Coursework performance. These findings could be an eye-opener to lecturers in designing appropriate student-centred learning approaches.

Project-Based Learning (PBL) and Its Impact on the Development of Interpersonal Competences in Higher Education

“…However, the GC (Table 5) did not significantly improve their interpersonal competencies (climate management and verbal communication), and in the case of significant differences, these were not relevant (η 2 small). Thus, the positive effect of PBL on the development of interpersonal teamwork and communication skills is indeed confirmed (Bohórquez & Checa, 2019;Cita, Sierra-López, Ordóñez-Ordónez, & Cepeda-Valencia, 2020;de los Ríos, Cazorla, Díaz-Puente, & Yagüe, 2010;Fajardo & Gil, 2019;Finocchiaro, 2020;Ismail et al, 2020;Jalinus et al, 2020;Owens & Hite, 2022;Toledo & Sánchez, 2018). Furthermore, it seems logical that the GC made little progress in the development of these competences since, although working in groups, the methodology used had less impact on the development of these competences than PBL (Baghcheghi, Koohestani, & Rezaei, 2011;Saenab et al, 2018;Walker & Slotterbeck, 2002).…”

Investigating the influence of organizational culture on team management: exploring effective factors and techniques

“…While the theory of team interaction processes has seen gradual improvement, it is evident that certain aspects of team interaction require continued attention (Wang, 2018). Recognizing the evolving nature of engineering challenges, it is acknowledged that engineers must possess not only scientific expertise but also non-scientific skills, such as recognizing limitations, acquiring new knowledge, and fostering strong teamwork and communication abilities (Ismail et al, 2019).…”

An Immersive Curriculum to Develop Computational Science and Research Skills in a Cohort-Based Internship Program

“…Instead, many learn such skills as they participate in extracurricular experiences. In classroom experiences, such as senior capstone engineering courses [22], [23], teamwork skills are critical for success, but teamwork techniques are not always formally introduced and discussed. In addition to learning professional skills needed for STEM employment, fellows participated in workshops relevant to the trailblazing CIRCUIT student population.…”