The Effectiveness of Learning Objects as Alternative Pedagogical Tool in Laboratory Engineering Education

This study aims to analyse the effectiveness of learning objects as alternative pedagogical tool in laboratory engineering education. 160 undergraduate students who enrolled in a Digital Systems course were randomly assigned to either a control group or an experimental group. This study utilised pre-test, post-test, postponed-test, and questionnaires as the basis of data collection to measure the effectiveness of learning objects. Before the experiment began, both groups were given pre-test. During the experiment, the students in the control group took a regular course without learning objects while the students in the experiment group took a regular course with learning objects. After 7 weeks of the experiment period, all students were given the post-test followed by distribution of questionnaires to the experiment group. Four weeks after the post-test, both groups were given postponed-tests. The results show that the post-test and postponed-test mean scores of the experiment group students are better than control group students. Further analysis with the three sub-groups (low-achiever, medium-achiever and high-achiever) reveals that the experimental group performed better especially the low-achiever and medium-achiever sub-groups benefited more in increase and retention of knowledge and concept compared to the same sub-groups in the control group.