Abstract—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.

Index Terms—Engineering education, interactive learning environments, learning objects, post-secondary education.

Y.-W. Sek is with the Universiti Teknikal Malaysia Melaka, Melaka, Malaysia (e-mail: ywsek@utem.edu.my).
C.-Y. Law is with the Multimedia University, Melaka Campus, Malaysia (e-mail: cylaw@mmu.edu.my).
S.-H. Lau is with the Multimedia Un iversity, Melaka Campus, Malaysia (e-mail: lau.siong.hoe@mmu.edu.my).

Cite: Yong-Wee Sek, Check-Yee Law, and Siong-Hoe Lau, "The Effectiveness of Learning Objects as Alternative Pedagogical Tool in Laboratory Engineering Education," International Journal of e-Education, e-Business, e-Management and e-Learning vol. 2, no. 2, pp. 145-151, 2012.