Abstract-Recent emphasis on monitoring student outcomes to continuous quality improvement (CQI) of an academic curriculum has been influential in higher education. However, the term of continuous quality should be further anticipated with the experience and previous knowledge of student’s qualifications.http://www.karthividhyalaya.com/ Very little work been studied on this correlation of preuniversity background to the students education in the university. The quality assurance process of an institution has included student admission but the quantitative assessments directly to the learning outcome are still very limited. Hence, this paper explored the influence of student university education background on the learning outcome pattern throughout the four years of undergraduate study. The study involves 97 civil engineering graduates and categorized into their pre-university admission namely matriculation/science foundation, diploma and Malaysian Higher School certificate (Sijil Tinggi Persekolahan Malaysia (STPM). The learning outcome achievements during their four years of study were analyzed and show an important trend of relationship with their pre-university experiences. The study has demonstrated that, in their first year of study, STPM group were able to achieve better learning outcomes than matriculation group but both groups has performed equal learning achievement throughout their four years of study and similarly improved at the final year .
Sample case study Consecutive cohort of 2 different sample batches of civil engineering graduates were compared and named as sample Case 1 and Case 2. For both sample cases, the analysis for student’s learning outcome (LO) is measured based on selected subject taken in every year of studies. Each cohort sample karthividhyalaya comprise of 43 students and 54 students respectively. B. Subjects learning outcome achievement Two subjects per year were randomly selected to reduce bias. However, subjects are categorized into two groups. The typical reading course (considered 60% comprehension) will be grouped as ‘A’ whereas subjects considered as computational (considered 60% calculation) will be categorized as ‘B’. The parameters of analysis were simplified in Table I. The detail calculations of learning outcomes (LO) for each student on every subject were not discussed here. Basically the measurement criteria for the LO were based on student’s evaluations of examination, quizzes and assignments. The LO may depend on courses and lecturers and hence it is out of scope of the paper to outline the whole LO measurement technique. However, to simplify here, each LO would be indicated into five categories (as listed in Table I); implying the educational course outcome achievement. Since the purpose of the paper is to explore the relationship of VMS civil engineering LO accomplishment to the student’s academic preuniversity admission background, the paper focus on the established LO output of the subjects only. The characters of the group sample in terms of gender and students origin for each category of pre-university background are further investigated in Fig. 2 and Fig. 3. In terms of gender distribution, the overall was dominated by male student consist of 88% and 63% in the sample Case 1 and 2 respectively. From the matric group, 80% are male in Case 1 whereas only 21 % in Case 2. The 79% of female student has been largely contributed from the matriculation group as shown in Case 2. However, male students are still the largest crowd for both STPM and diploma group. The student samples in both cases were considered quite balanced in terms of student’s place of origin. Since university Malaysia Sabah is located in East Malaysia, location might influence the sample feature causing the overall percentage of students comes from Sabah or Sarawak (East Malaysia) were 60 ± 3%. The STPM intake has equalize the distribution of East and West origin as shown.