Learning project skills for 'real world' environment

This paper sets out to explore the potential relationship between project results at first and final years of an engineering course. A multiple linear regression analysis model was applied to all sets of data. The analysis of results indicates that there is no significant correlation in grades from first year projects to final year projects. In terms of predictability of performance, exposure to first year projects is more of an initial adaptation to a teaching and learning environment. It is less of a suitable predictor of grade performance in project work in final year. For students to do well in their final year project, a period in industry greatly enhances their independent learning skills resulting in an overall enhanced learning experience. The important outcomes for final year students are in an in an understanding of the importance of their professional and personal abilities to formulate and solve difficult problems together with an improvement of their independent learning skills.