https://www.i-scholar.in/index.php/JEETRIT/issue/feed Journal of Engineering Education Transformations 2024-02-19T14:52:49+00:00 Krishna Vedula editor.jeet@ritindia.edu Open Journal Systems <div id="i-scholarabout">Journal of Engineering Education Transformations (JEET) is a scholarly journal committed to the advancement of theory, research and practice in the field of engineering education. Published from India, the world’s largest hub of engineering education, JEET is international in its scope inviting scholars and experts from across the globe to share their theoretical insights and innovative practices for the enhancement and transformation of engineering education.</div> https://www.i-scholar.in/index.php/JEETRIT/article/view/224410 Editorial 2024-02-16T18:15:11+00:00 Sushma S. Kulkarni No <span>Abstract </span> 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224411 Curriculum Compliance Improvement Model for Addressing Program Outcomes in Engineering Education 2024-02-16T18:15:11+00:00 R. Sumathi rsumathi@sit.ac.in Savithramma R. M. savirmrl@sit.ac.in Ashwini B. P. ashvinibp@sit.ac.in The teaching-learning methodology in the engineering education system is moving from a teacher-centric model to a student-centric model. The student-centered learning model is a method of learning or teaching that keeps the learner at the center. Outcome-Based Education (OBE) is an education model that focuses on the student-centric model which equips the students with the desired knowledge, skill, attitude, and behavior at the time of graduation. The National Board of Accreditation (NBA) is an accrediting body in India and its norms ensure that professional programs adopt OBE, and as an initiative, it has defined twelve Program Outcomes (POs). These POs are to be demonstrated by the graduates upon completion of the program. Professional programs curriculum will play a vital role in the attainment of POs. Therefore, the curriculum has to be designed in such a way that all the POs need to be addressed. The majority of the courses in the curriculum address the first five POs and are called disciplinary outcomes. The rest seven POs i.e PO6 to PO12 are generally named as professional outcomes and to address these POs, the department has to put in additional effort. In this paper, a Ashwini B P Department of Computer Science and Engineering, Siddaganga Institute of Technology, Tumakuru, India ashvinibp@sit.ac.in Curriculum Compliance Improvement Model (CCIM) is proposed that performs the gap analysis of the existing curriculum and aid to enhance the curriculum compliance for PO attainment by suggesting suitable actions. These actions can be implemented by fine-tuning the curriculum design and teaching-learning process which will provide an environment for the students to attain all the graduate attributes (POs), the proposed model is illustrated through a case study. Overall, the model proposed is useful for the Tier-1 institutions that are keen on their students attaining all the graduating attributes, and also, ensures to meet the objectives of the accreditation procedure. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224414 Enhancing Product Development Skills of Engineering Students through Diversified Group Activities 2024-02-16T18:15:11+00:00 Rajendra Pawar rajendra.pawar@ritindia.edu Satyajit Patil Sushma Kulkarni The paper aims to examine the effect of diversity on student performance and the skill sets in an Engineering exploration and design project (EEDP) course . The courseconsists o f multidisciplinary modules, and each module is designed and delivered with diversified group activities considering the skill requirement of the product development process. The course aims to develop multidisciplinary product development culture in the first year of engineering studies with a diversified approach. The diversified student project groups are formed with a maximum group size of four. Considering the need statements, week-wise activity sessions within a group are planned so that students can acquire technical and soft skills. The course is designed and taught by a group of four faculties from multiple engineering disciplines using Project-Based Learning (PBL) pedagogy. As a result of this activity, every year, more than 600 students have been trained, and more than 120 prototypes/products have been developed to fulfill the stakeholders' needs. During the student project exhibition, it is observed that students have acquired outstanding product development skills such as project management, teamwork, communication, interpersonal skills, and technical as well as research skills. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224415 Summer Multicultural and Interdisciplinary Learning for Engineering (SMILE) in Transportation: Online Professional Development for Future Science Teachers of Culturally and Linguistically Diverse Students 2024-02-16T18:15:11+00:00 Jiyoon Yoon jiyoon@uta.edu Kate Hyun kate.hyun@uta.edu Farah Naz farah.naz@uta.edu Troyee Saha troyee.saha@uta.edu This study was designed to offer an online professional development opportunity, "Summer Multicultural and Interdisciplinary Learning for Engineering (SMILE) in Transportation," for future elementary STEM teachers and measure its effects on their teaching. As the student population grows more diverse, schools face more significant challenges in delivering practical instructions on "transportation" to the diverse student population, including minority students who speak English as a second language. SMILE in Transportation provided future science teachers with an opportunity to interact with cultural professionals in Transportation who were experts in Transportation, had their cultural backgrounds, and presented transportation systems through their cultures. The cultural professionals in Transportation involved inter-disciplinarily professionals not only on the college campus but also from the communities. SMILE in Transportation was a novel approach to increase the knowledge of future science teachers in Transportation and to develop a unique teaching methodology that incorporates the backgrounds of culturally and linguistically diverse students into teaching engineering of Transportation. The data collected from the pre-and the post-surveys of the participants' science affinities &amp; cultural competency (teaching efficacy, cultural competency, personal interest, &amp; cultural IQ), science knowledge tests, and the qualitative survey at the end of the project were used to improve future teachers' understanding of Transportation and other cultures and their skills in developing culturally- responsive instructions to teach Transportation, as well as to update SMILE workshop for future sessions. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224416 Using Concept Inventory for Assessing Conceptual Knowledge in the Signals and Systems Course 2024-02-16T18:15:11+00:00 Rashpinder Kaur rashpinder.kaur@chitkara.edu.in Archana Mantri archana.mantri@chitkara.edu.in Prathiba Nagabhushan prathiba.nagabhushan@mackillop.act.edu.aus Gurjinder Singh gurjinder.singh@chitkara.edu.in The engineering schools usually target problem-solving skills in students instead of conceptual development, which is an essential skill for transformation from novice to professional engineer as per the program objective. Improving a student's conceptual knowledge can help students understand a problem better and develop a better solution. Conceptual understanding also assists students in identifying gaps in their problem-solving techniques. This paper attempts to administer a Signal and System Concept Inventory (SSCI) to test the conceptual knowledge of core concepts of signals and systems course and then identify the correlation of post-test scores with the student's performance in the end-term exam. The result shows that the students who scored above 80% in concept inventory also performed outstanding in the end-term examination. The result also indicates that most of the students able solve questions on background mathematics and pole- zero plots but struggled with convolution and Fourier analysis. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224417 Characteristics of Education 4.0 and its Application in Industry 4.0. 2024-02-16T18:15:11+00:00 Carlos Alberto Schettini Pinto Augusto da Cunha Reis augusto.reis@cefet-rj.br The present study aims to present, from the main characteristics of Education 4.0, its possibilities and applicability in industry 4.0. As a subsidy, an exploratory study was carried out through bibliographic research in the main research bases in order to obtain updated knowledge on the theme of Education 4.0 and Industry 4.0. The results denote the importance of the applicability of the main ideas of this form of education in the current and future moment, mainly because the current and future generations are very involved in the concepts of connectivity and hybrid learning. The limitations of this research reside in the fact that, as it is a new situation, which had to be adopted almost instantly, it needs to have a greater maturity and there is a need for further research and studies, mainly in the search for the best application of technologies in the educational field. The practical implications highlight that the use of technologies in education is a reality in which teachers and students should increasingly perceive themselves as immersed and open to new educational possibilities. The originality of the study lies in the fact that education aimed at the application of new technologies still has a wide field of research and many areas still do not have the necessary depth regarding education 4.0. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224418 Task Based Approach: An Approach to Develop Writing Skills in English of Engineering Students Leads to Effective Communication Skills 2024-02-16T18:15:11+00:00 Dipali M. Kadam dipali.kadam@ritindia.edu Swati N. Pusawale swati.pusawale@ritindia.edu 21st century students are expecting an educational system that works for and with them. The teaching-learning process is shifted from teachercentered to student-centered through innovative teaching-learning techniques. With the advancement of technology and globalization, communication skills in English language, as a life-long learning skill is an essential component in engineering education as an employability skill. Communication is one of 11 key outcomes designed by Accreditation Board for Engineering and Technology (ABET). Listening, speaking, reading, and writing (LSRW) are considered as four basic language skills, contributed major role in developing communication skills in English language. Though all skills are equally important, writing is the stepping stone in verbal communication yet difficult to acquire without knowledge or mastery on the remaining three skills. Currently teaching-learning process is shifted from chalk and talk to the implementation of various approaches based on cooperative and collaborative learning and integration of Information and Communication Technology in English Proficiency class. Some effective approaches are computer assisted language learning, mobile assisted language learning, technology enabled language learning, project based, problem based &amp; puzzle-based language learning, flipped classroom based language learning, and task based language learning. The present paper aims to study the effective implementation of Task based approach in English language classroom to develop writing skills of F. Y. B. Tech students with other 21st century life skills by implementing various tasks-based activities as per need analysis of learners in order to ensure their active participation. Total 50 students were enrolled as an experimental group. The impact of selected approach was evaluated using quantitative and qualitative methodologies. The quantitative assessment was based on rating method whereas the qualitative was based on rubrics. The findings revealed that there is significant improvement not only in the writing skills of experimental group students but also listening, speaking, and reading skills, leading to effective communication skills in English Language. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224419 Using Kolb's Experiential Learning Theory to Improve Student Learning in Theory Course 2024-02-16T18:15:11+00:00 M. K. Kavitha Devi mkkdit@tce.edu M. Sathya Thendral sathyathendral99@gmail.com Data structures and Algorithms (DSA) is a mandatory course for all discipline students to get placement in IT companies and to participate in competitive examinations including GATE and TANCET for their higher studies in a computer science discipline. DSA course focuses on how to organize, manage and store data in an efficient manner, which facilitates to access data easily and at a faster rate. Different types of data structures, its functionality and its applicability are discussed in this course. At the end of the course, students will have the capability to identify the suitable data structure for a problem. Due to its importance and complexity, pressure will be created on faculty members, who are handling this course. From the perspective of the student, some students understand the concept but lack knowledge of how to apply it. The majority of students struggle to comprehend the data structure and are perplexed by it. Recent work focuses on how faculty members play a major role in active learning like developing models to explain the concept, conducting activities like role play, think-pair share, flipped classrooms and so on. In this work, a study was conducted in the course DSA which focused on reflective practice led by David Kolb's experiential learning theory. An experiment was conducted during Academic Year 2021-22 (Odd) in the course 18CS340 – Data Structures and Algorithms for a set of 54 students. It is inferred that the student gained a higher or deeper knowledge level in this course and is confident to identify appropriate data structures for real world problems. By engaging in reflective practice, faculty members can think around and reflect on their experiences, learn from them, make changes, and enhance their learning and instructional skills. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224420 Influence of Practicum Venture Process on Engineering Students: Experience and Learning Outcomes of Entrepreneurship Course 2024-02-16T18:15:11+00:00 G. Satheesh Raju Satish86raj@gmail.com N. Suman Kumar drsumanwgl@gmail.com L. Sampath lsp5683@gmail.com Entrepreneurship education is a challenge for the educators in delivering the outputs. The aim of this entrepreneurship course is to inculcate entrepreneurial mindset and encourage the students to pursue entrepreneurship as career. This paper discusses the practice adopted by the educators while teaching entrepreneurship to engineering students in the university. It is an evaluation and interpretation of the pedagogy used as well as the activity which is designed for the course. The implementation of the activity along with continuous evaluation followed and the output has been presented through this paper. While preparing the activity various practices adopted by universities were considered and activity named “practical venture” has been designed. This activity makes the students to run their own venture in the campus with all the support provided by the university. The intention of this activity is not to measure the success of the venture but to make the students undergo into the realistic environment which entrepreneur's go through. The students' teams are made to work on customer interviews, solution offered, developing market viable product (MVP), test marketing, financial planning and go to market strategy. A rubric has been constructed to assess the students learning from this course. The results of this paper can be used by the entrepreneurship educators in designing the entrepreneurial curriculum. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224421 Elegant Computational Frameworks For the Analysis of Cantilevers and Beams 2024-02-16T18:15:11+00:00 Ashish Karn akarn@ddn.upes.ac.in Ayush Vyas avyas111111@gmail.com Anubha Upadhyay anubha.upd11@gmail.com Ayush Dwivedi 500067671@stu.upes.ac.in In various fields like automobiles, construction, etc., the structural analysis of each component or sub-system must be done to ensure its safe operation. The structural analysis of these components entails the determination of parameters like shear force, bending moment at different locations. Usually, such computations are cumbersome, and hence a simplified approach is adopted, that involves drawing shear force diagram (SFD) and bending moment diagram (BMD) for the components. These diagrams can be effectively utilized to determine the dimensions of the components, select the appropriate material for the structure etc. Also, by utilizing the values of maximum shear force and bending moments, the maximum deflection in a beam or other structure can be ascertained. However, the process of drawing these diagrams is cumbrous and involves a lot of meticulous effort and time, which sometime poses a challenge in the effective teaching and learning of these concepts. The current paper reports the development of computational tools using the excel VBA platform and its implementation in the pedagogy of an undergraduate solid mechanics classroom. The developed tools can be easily employed to instantaneously draw the SFD and BMD diagrams for the beam under a variety of loading conditions, facilitating the inference-based learning of cantilevers and beams. Two distinct tools were developed, one for drawing the SFD and BMD of both cantilever and simply supported beams, and another one to determine the deflection and slope in the same two beams. The tools reported in the current manuscript can be effectively utilized for teaching by the demonstration of parametric variations under various loading conditions, for improved comprehension of the concepts and self-learning as well as in real world engineering to get preliminary design guidelines. Upon the development of these computational tools, these have been introduced to undergraduate mechanical engineering class of a sizable population and student responses regarding the efficacy of such tools in aiding the learning process has been recorded through an anonymous feedback. The subsequent hypothesis testing and obtained p-values strongly justify the extreme usefulness of the tools, both as a teaching and learning strategy. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224422 Exploring the Effects of Game-based Learning 2024-02-16T18:15:11+00:00 Anowar Hussain Mondal p22cse1004@cit.ac.in Ranjan Maity r.maity@cit.ac.in Advancements in technologies are helping the education system to improve and explore a new dimension of learning. Learning beyond class hours is an important issue. Traditional textbooks and learning materials (online as well as offline) may help to overcome this challenge for theory-based papers. On contrary, experimenting in a lab beyond the class hour is challenging, more specifically in schools. The effect of the COVID pandemic also forced the researchers to explore new ways of learning, particularly in lab work. In this work, an interactive virtual Lab was developed for school students. They can virtually perform Ohm's Law experiments using a mobile phone or computer. The proposed lab was designed using Unity Engine with C#. In order to check the acceptance of the proposed applications, we conducted a usability evaluation. It was observed that students learned more effectively using our proposed application. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224423 Learning Analytics: Gamification in Flipped Classroom for Higher Education 2024-02-16T18:15:11+00:00 M. Priyaadharshini priyaadharshini.m@vit.ac.in Monica Maiti monica.maiti2020@vitstudent.ac.in The Flipped classroom is an innovative pedagogical model that has been adopted in various colleges across different disciplines. The Flipped classroom allows the students to actively participate and collaborate during in-class activities. The measure of learner's performance, cognitive skills, and behaviour is essential in any teaching-learning process to assess and improvise the curriculum, syllabus, learning methodology, and educational technology. In this research work, various innovative teaching models suitable for Gen Z learners have been experimented with. These models included a virtual classroom, laboratory sessions, and flipped classrooms that were compared with the traditional classroom approach. A new model “CAM-S” is proposed to measure the Cognitive, Affective, and Motivational traits and identify slow learners. Learning analytics using the K-Means clustering algorithm is performed to analyze the behaviour and learning patterns of the learners in these pedagogical models. From the clusters obtained, the students were categorized into 3 different groups based on their performances. The result obtained after the analysis shows that Flipped Classroom has better learner performances when compared with the other pedagogical methodologies. Additionally, separate questionnaires are also created to obtain feedback from the students about their experiences with the 3 pedagogical techniques used. Even the behavioural models are analyzed using the gaming environment in the flipped classroom. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224424 Change in the Demand for Employability Skills of Engineers: An Indian Study 2024-02-19T14:52:49+00:00 Urvashi Kaushal urvashi@amhd.svnit.ac.in Kiran Vaghela d20en001@amhd.svnit.ac.in Employability skills are the capabilities and qualities employers look for in candidates while assessing them for employment. In case of engineers, employers demand generic and technical skills from engineers ready to join industries. This paper aims to explore the perception of Indian employers on the issue of the employability skills of engineers. Specifically, it aims to determine whether the skill requirement of engineers will change or remain the same in the post-COVID 19 era. This study used the interview method of qualitative analysis in which 16 interviews of human resource managers of different multinational companies were conducted. The findings reveal a sudden and significant paradigm shift in the required set of employability skills for engineering professionals. Digital skills have dominated over other technical and generic skills in the list of employability skills that recruiters demand. The findings can be used to spread awareness among engineering graduates about the changing demands of the workplace. Secondly, higher education institutions can rethink and revise their curriculum to develop digital skills. Lastly, the use of in-depth interview method can help future researchers to develop questionnaires from the extensive data and replicate the research questions to understand the change in demand of employers. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224425 Teaching and Learning in the Metaverse World: The Future of New-Gen Education 2024-02-19T14:52:49+00:00 Shanmugampillai Jeyarajaguru Kabilan kabilan@klu.ac.in The change in the education system to meet the needs of the students of every generation is inevitable. The education system is transforming towards technology catering to the requirements of Generation Y and Generation Alpha. The online teaching practice has many issues and concerns among students, like lack of interaction, inactiveness, incuriosity, and ineffectiveness. The innovation in technology by incorporating Virtual and Augmented Reality (VAR), Artificial Intelligence (AI), holograms, virtual laboratories, blockchain technology, and the Internet of Things (IoT) can make it more effective. The metaverse is a web of three- dimensional virtual environments centered on socializing, which utilizes the above- said technologies. Metaverse delivers an immersive learning experience for the students and increases class involvement, making learning more exciting and active. Its expansion has been aided by superior information technology enterprises such as Meta Platforms, Epic Games and Microsoft. Metaverse has also raised concerns like privacy, security, societal and psychological issues among users. Further research into the application of metaverse application in education can shed more light on it as we need to prepare the educators and learners of the near future. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224426 Forecasting of University Students' Performance Using A Hybrid Model of Neural Networks and Fuzzy Logic 2024-02-16T18:15:11+00:00 Mahmoud Attieh mahmoud.e.atiya@hotmail.com Mohammed Awad mohammed.awad@aaup.edu Artificial intelligence techniques can be applied in forecasting the academic performance of university students, with aim of detecting the factors that influence their learning process which allows instructors and university administration to take more effective actions to increase the university student's performance. Identifying the students' performance will improve the quality of education which will be through analyzing and forecasting the students' performance at the course level and degree level. This research focuses on first-year students' performance in two university-requirement courses, depending on features such as attendance, assessment marks, exams, assignments, and projects. Forecasting the students' performance in the whole degree will depend on these features; high school average, Grade Point Average (GPA) for each semester, drop courses, selected core courses in the degree, period of study, and final GPA. A hybrid Adaptive Neuro-Fuzzy Inference System (ANFIS) model was used to perform the forecasting process. In this way, based on the datasets collected from the selected courses, or the whole degree, the future results can be forecasted and suggestions can be made to carry out corrective steps to improve the final results. The experiments result of the applied models performed that ANFIS-Grid outperforms the ANFIS-Cluster, wherein each model produces the lowest error of 0.7%, where it just fails in one sample from thirteen samples, while the ANFISCluster after modification produces an error equal to 0.15%. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224427 Effects of Globalization and Isomorphism on Higher Education Institutions in India – Pathways of Academic Autonomy 2024-02-16T18:15:11+00:00 Yogesh Bhalerao y.bhalerao@uea.ac.uk Dan Davies D.J.Davies@bath.ac.uk Sunil Karad sunilkarad@mitpune.com Mahesh Nagarkar maheshnagarkar@rediffmail.com Globalization has interaction on each and every connection of life, people. Higher education is not an exception from these transformations. Effects of globalization on higher educational institutions (HEIs) include student mobility, faculty exchange, research, rankings, academic collaborations, diverse cohorts and international enrolments. Globalization also brought isomorphic pressures on HEIs to become equivalent and comparable. This paper discusses isomorphism which leads to Indian universities becoming more homogenous and thus consequently loosing autonomy and in turn individual identity. Secondly, it discusses the constraints on academic autonomy of new HEIs due to peer pressure isomorphism. with their academic autonomy. This report is based on university affiliated HEIs which opted autonomous status under the new schemes and policies. In this report two case studies, Government College of Engineering, Pune and MIT Academy of Engineering, Pune, are presented. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224428 Validation of Multimedia Elements Based on Art Context Toward Technical and Vocational Education in the 21st-Century 2024-02-16T18:15:11+00:00 Siti Soleha Razali ssoleharazali@gmail.com Affero Ismail affero@uthm.edu.my Muhammad Fazrulhelmi Ahmad muhdfazrulhelmi@gmail.com Wan Azrul Shafuan Wan Hassan wanazrulshafuan@gmail.com Shuhaizal Hashim suhaizal@uthm.edu.my Nur sa'adah md salleh adahhada123@gmail.com This research investigates the validity of art-based multimedia components in teaching and learning (T&amp;L) in Technical and Vocational Education Training (TVET) in 21st-century education. Therefore, this research identifies issues that must be resolved, particularly regarding T&amp;L learning in the 21st century. The researcher discovered no learning standards based on the multimedia elements based on art context in this study. Consequently, educators need to be more innovative in implementing T&amp;L for students. This study was conducted at Universiti Tun Hussein Onn Malaysia (UTHM) and the University of Technology MARA (UiTM). For data analysis in this research, the Fuzzy Delphi Technique was used. This research included (5) experts in the interview study and (9) experts with at least ten years of expertise in instrument validation using the Fuzzy Delphi methThe the Fuzzy Delphi appr determined each, the average value of Threshold 'd' and a consensus percentage of at least 75% in expert group validated. The approval of specialists is required in four areas: execution, idea, presentation, and environment. Developing multimedia aspects based on the context of art in T&amp;L for TVET must be broadened to produce T&amp;L guidelines for future educators, particularly in 21st-century education. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224429 Effectiveness of Emotional Intelligence among Postgraduate Management and Engineering Students 2024-02-16T18:15:11+00:00 Shailendra R. Patil srpmba@dkte.ac.in Ashwini S. Patil aspatil765@gmail.com Anjali R. Patil arpatil@dkte.ac.in Educational systems around the world are continually changing and reforming, affecting the educational performance of PG students. The impact of Emotional Intelligence on educational achievement among Post Graduate Management and Engineering students is investigated in this study. This study fills a vacuum in the literature by looking into emotional intelligence's effects on post-graduate students' academic performance. The material for this study was gathered using a questionnaire that elicited details on the individuals' educational outcomes as well as their degree of cognition. This study examines the relationships between educational excellence and emotional intelligence (EI), which has four aspects: self-regulation, self-awareness, self-motivation, and social competence. The study found that the level of emotional intelligence and respondent's academic performance was significantly and positively associated. This study adds to the literature on emotional intelligence by presenting practical management implications for higher education administrators. The study try to prove the strong link between educational performance,self-regulation, self-awareness, self-motivation, social skills and emotional intelligence among post-graduation learners in engineering and management discipline. The study ends with positive results and show how the emotional intelligence will be useful in student's academic performance. 2023-07-01T00:00:00+00:00 https://www.i-scholar.in/index.php/JEETRIT/article/view/224430 Complementary Effect of Curricula Modifications, OBE and Students' Performance in College of Engineering, King Saud University – Case Study 2024-02-16T18:15:11+00:00 Abdullah H. Alsabhan aalsabhan@ksu.edu.sa <p>Engineering education require timely changes in curriculum in order to keep its relevance with technology upgradation. The outcome-based education (OBE) has become a preferred vehicle of education reform through curriculum upgradation. In the College of Engineering King Saud University three reform regimes have been undertaken.</p><p>Plan A was from 1990-2002, Plan B was from 2003-2007 and Plan C from 2008-2018. Curriculum plans B and C were considered ABET accreditation requirements in their constitutes. The consistent increase in number of students earning GPA from 4.5 to 5 was 2%, 7% and 33% during Plan A, B and C. The increase in mean average GPA of plan B registered 10% increase in comparison of plan A bench mark. However, the mean average GPA of plan C registered significant increase of 34%. The percentages of honor degree holders in each successive curriculum plan A, B and C exhibited increase of 0.9%, 2.1% and 16% respectively. The average number of years taken by the students to complete the graduate program decreased from 6 years to 5.5 years and to 5 years under plan A, B and C respectively. All above parameters exhibited fulfilment of OBE criteria and justifies the modifications in plans of curriculum.</p> 2023-07-01T00:00:00+00:00