An evaluation of students’ practical intelligence and ability to diagnose equipment faults

Abstract

Empirical studies suggest that practical intelligence acquired in engineering laboratories is valuable in engineering practice and could also be a useful learning outcome that is a result from a laboratory experience. To prove this, the author started a project to understand further about the practical learning outcomes from traditional laboratory classes. When tools used by psychologists were applied to measure practical intelligence in an electronics laboratory class, not only could a significant gain in hands-on practical intelligence be measured, but students’ ability to diagnose equipment faults could also be predicted. For the first time, therefore, the author can demonstrate that there are real advantages inherent in hands-on laboratory classes, and supported by Outcome Based Education (OBE) method, it is possible to measure this advantage. It is possible that measurements of practical intelligence may reveal new and more powerful ways for students to acquire practical knowledge. The results firstly demonstrate the ability to devise effective ways to assess the outcomes of practical intelligence acquired by engineering students from their laboratory experiences. The results from the study show that the score on practical intelligence outcomes is proportional with the outcomes of the ability in diagnosing equipment faults. Therefore, the novel results suggest that practical intelligence scores predict the ability to diagnose experiment faults for similar laboratory equipment.