Qualitative Assessment of Student Learning

When students were asked In what ways did the instruetor enhanee your learning in the course , for example, their answers came in support of simulation exercises and discussion forams  

The resnlts confirm the resnlts of research performed on active learning methods presented in section 6.1. If the benefits of active learning are realized through more participation, more enthnsiasm, and better engagement in learning, then simulation exercises and discnssion fomms shonld be seriously considered for addition to the civil engineering cnrricnla in the Middle East and North Africa (MENA) region. 

Results also show that simnlation exercises may have an impact on real-life projects. For example, dividing the stndent groups into teams of different subcontractors or trades working together to constract a building helps the students better understand the role of teamwork, collaboration on constmction projects, and the impact of variability in production planning and control. 

Moreover, the assessment of students learning for course topics supported by simulation exercises showed a high level of understanding compared to topics that were not supported. Thus, students not only enjoy their participation in simulation exercises but also develop a deeper understating of class topics and their projections into the real world. 

Student evaluations administered at the end of the course confirm the survey results and show that simulation exercises and discussion fomms improve communication skills, understanding, and critical thinking. These skills are cmcial for engineering students in developing their careers and finding future engineering solutions to various world problems. 

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