%0 Journal Article
	%A N. Bolong and  J. Makinda and  I. Saad
	%D 2014
	%J International Journal of Educational and Pedagogical Sciences
	%B World Academy of Science, Engineering and Technology
	%I Open Science Index 92, 2014
	%T Effect of Open-Ended Laboratory toward Learners Performance in Environmental Engineering Course: Case Study of Civil Engineering at Universiti Malaysia Sabah
	%U https://publications.waset.org/pdf/9999070
	%V 92
	%X Laboratory activities have produced benefits in
student learning. With current drives of new technology resources
and evolving era of education methods, renewal status of learning
and teaching in laboratory methods are in progress, for both learners
and the educators. To enhance learning outcomes in laboratory works
particularly in engineering practices and testing, learning via handson
by instruction may not sufficient. This paper describes and
compares techniques and implementation of traditional (expository)
with open-ended laboratory (problem-based) for two consecutive
cohorts studying environmental laboratory course in civil engineering
program. The transition of traditional to problem-based findings and
effect were investigated in terms of course assessment student
feedback survey, course outcome learning measurement and student
performance grades. It was proved that students have demonstrated
better performance in their grades and 12% increase in the course
outcome (CO) in problem-based open-ended laboratory style than
traditional method; although in perception, students has responded
less favorable in their feedback.

	%P 2562 - 2566