Empowering Weak Engineering Students Through
My UiTM Engineer Program and Understanding the
Characteristics of Weak Students
H. Hussin, N. A. Salim, H. Hashim, A. A. Sulaiman, H. C. M. Haris and M. F. Hussin
Faculty of Electrical Engineering, Universiti Teknologi MARA,
Shah Alam 40450, Selangor, Malaysia
hanimh@uitm.salam.edu.my
Abstract—It is important to understand the factors that
contribute significantly to increasing the student’s motivation to
perform academically and their soft skills. This paper discusses
the implementation of My UiTM Engineering (MUE) to help
students with cumulative grade point average (CGPA) below 3.0
to obtain better results. A meaningful mind setting talk with the
comprehensive module for group training was designed for this
program. To understand the characteristics of students with
CGPA below 3.0, a survey was distributed to a batch of new
students to analyze their opinions of their self-motivation, the
level of familiarization on fundamental electrical and electronic
subjects and the level of soft kills they acquired throughout their
study. For the older batch of students who underwent the MUE
program, the results showed that 73% of them were able to
increase their CGPA as compared to the previous semester after
participating in the MUE program.
Keywords—My UiTM Engineer program; motivation; academic
performance; engineering fundamental; soft skills
I.INTRODUCTION
In higher education, academic performance is the most
common way to measure the student’s success. In most cases,
by looking at the performance, the effectiveness of teaching
and learning methods implemented for that particular subject is
always evaluated [1][2]. It is often found that the methods’
effectiveness varied according to the type of students which are
normally the low-quality ones who cannot fully benefit with the
respective method. Hence, educators experience challenges if
the number of good quality students are low. Most of the
problems were caused by the weak students’ low motivation
with poor attitudes [3].
The electrical engineering programme requires very high
technical background which includes mathematics and
theoretical aspects on science and engineering. Students who
pursue their studies in this programme will need to have
passion and motivation in this course throughout their study.
Motivation and engagement are very important to enhance the
learning of students [4]. However, it was found that student
motivation and engagement in courses in particular technical
subjects is a common problem [3]. It is also a challenge to
motivate weak students with learning difficulties.
In achieving good grades in the studies, the students must
have high motivation which require desire to invest time, effort,
being able to face difficulties and overcome failure [5]. At the
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university level, many activities were implemented to improve
the student’s motivation towards improving their understanding
in an engineering course. This includes online learning [6],
educational games [7][8], active learning [9], organizing
competition [10] and many others embedded in the respective
course.
Apart from teaching and learning activities, implementation
programmes such as Quality Circle is seen to have effectively
helped the weak students [11]. In the Quality Circle program,
the weak students were identified, grouped and monitored
closely in their progress in their studies and attendance in class
as well as counselling sessions with their parents. The weak
students will be motivated based on the support given which
then allowed them to develop the capability to achieve good
results.
In [12], My UiTM Engineer programme was introduced at
the Faculty of Electrical Engineering, Universiti Teknology
MARA, Malaysia to aid the students with low motivation and
learning difficulties which contributed to their low CGPAs.
This initiative was targeted to help students achieve CGPA 3.0
upon graduation which would ensure that they obtain a job with
better results. By achieving CGPA 3.0 upon graduation, the
possibility to be hired will consequently be increased.
In this paper, the implementation of My UiTM Engineer
programmed is discussed. The analysis on the overall
achievement of students with CGPA below 3.0 during their
fourth semester was compared with CGPA in the fifth semester
after entering the MUE programme conducted during the
September – December 2017 Semester (old batch). This result
was compared against the previous semester. Analysis on the
survey distributed to students entering the MUE programme for
the March – June semester (new batch) was conducted to
analyse the student’s opinion on their satisfaction after
attending the mind setting talk. The level of familiarization on
electrical and engineering fundamental course and soft skills
acquired by this group of students were also analysed.
II. METHODOLOGY
A. My UiTM Engineer Programme
My UiTM Engineer Programme is a programme conducted
by the ‘Kemahiran Insaniah’ committee under the Student
Affairs Division at the Faculty of Electrical Engineering,
Universiti Technology MARA, Shah Alam, Malaysia. This
4-7 December 2018, Wollongong, NSW, Australia
programme was prepared for students with CGPA below 3.0 in
Semester 5. The central objective of this programme is to
nurture holistic engineering students with six characteristics
[12]. The six characteristics are Strong basic engineering
knowledge, Good in communication skills, CGPA more than
3.0, Creative, Proactive and Participative, Good Personalities
and Happy Graduate. The main reason this programme was
implemented was to aid students with poor achievements to
increase their motivation and help them solve their problems
that caused the poor achievement. In order to realize the
successfulness in nurturing holistic students, two main
activities were conducted during this programme which
consists of the mind setting talk and group activities.
B. Mind Setting Talk
This program starts with a mind setting talk delivered by an
appointed lecturer in the faculty. The overview of the talk is
based on motivation and as a guide to the students so that they
know their roles and potential of becoming a good student. The
lecturer involved during the talk will provide them with an
overview about the objectives of the programme and what the
plans for the programme are. The main concept based on this
relation is referred to in the following equation [13]:
E = BCA∞
Where E = Excellence, C = Courage A = Action
The ∞ is the symbol of the power of the Al Mighty that will
help those who always try very hard to pursue their ambitions.
During the talk, the definition of Excellence for the students
was established as the ability to target a CGPA above 3.5 upon
graduation. Along with their success in the study, they will still
need the blessing of the Al Mighty. These students are
categorized as excellent when they achieved good results and
were good religiously as well. The content of the talk was also
applicable to other religions as all religions observed strong
value of good deeds. If the students are good religiously, this
will automatically make them better people which can change
their attitude and improve themselves.
The students must know their intentions; set the goal and
plans on achieving it. Their role in the university is mainly to
seek knowledge hence a proper and adequate way to acquire
the knowledge which must be adhered to. They must take care
of their relationship with the creator and must always be
disciplined to obey the rules. In being disciplined, spiritual
development can be established which is the main component
in holistic development crucial in higher education [14]. Apart
from that, the relationship with the creations of the creator
which are parents, lecturers, friends and society must also be
the important things that they need to care for. A study in [15]
found that spiritual activities which led to holistic development
was able to produce higher education students with holistic
values that can benefit society. The students must always have
check and balance for continuous improvement. It is important
sacrifices and must make them proud.
In addition, a short talk and tips in the form of animation
downloaded from YouTube were shared to the students. The
short talk shared by speaker in [20] can be applied by the
students in their daily lives. The list of tips is basically on how
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for them to know their weaknesses where they should plan to
improve and continue doing so.
The key to be excellence is where the students must believe
in themselves, have courage and take the appropriate actions to
achieving excellence in their respective lives. The speaker
reminded them to always perform their duties as a servant of
God. They need to know their potential and hence have courage
to achieve their goals. Finally, from the mind setting talk the
students must act to change to become good students and to
always believe that they can achieve good results and
contribute to others.
C. Implementation of Motivational Activities in Groups
Apart from the mind setting talk, the students who took part
in this programme will undergo two sessions of group training
conducted in two hours each. They were divided into small
groups which consist of 10 – 15 students in each group. One
lecturer was appointed as the dedicated facilitator for each
group. Session 1 was conducted a week after the mind setting
talk. In session 1, the students will share their problems in their
studies and other related issues that contributed to their poor
achievements. The other students and the facilitator will advise
an appropriate solution for the students and actions to to solve
the problems. The facilitator will also provide a guide on how
they can conduct their studies during session 1.
Session 2 was conducted three weeks before the final
examination where the students were asked about their
performances in Test 1 and Test 2. They need to explain their
strategies to improve their performance and their plans for
preparation for the final examination. Apart from the sharing
session, several activities were conducted to instil courage and
motivate them to become good students. During the
implementation of these activities, the students were divided
into small groups which consisted of 3 to 5 students per group.
The materials provided consists of lyrics, tips from the speaker
and animation videos which were downloaded from YouTube.
For lyrics, the students need to list down all the important
messages delivered from the songs and how they relate to their
lives hence improve their motivation. Each group will have one
lyric and they need to discuss the messages behind the
respective lyrics in detail. The Gemuruh song [16] taught us to
have big dreams and the spirit to achieve the dream. The
Standing in The Eyes of The World song [17], taught us to be
brave in facing the problems and challenges to achieve our
dreams. This is because not everyone is as lucky and only
people with strong desires could achieve their goals in life. The
Warisan lyric [18] contained a message about having the spirit
to of being a good citizen to protect the nation. The Jasa Bonda
song [19] taught us to remember the love from our mothers
with their enthusiasm to make us good people and their
sacrifices for our happiness. As they become older, we must
always remember their
they want to overcome the laziness attitude. The animation
downloaded from YouTube contained the message on how to
change from to a better person from bad attitudes [21]. The
students need to highlight the tips given and explain to all the
members in the group. They need to present their opinions to
the others based on the message delivered by the respective
4-7 December 2018, Wollongong, NSW, Australia
songs, talk and tips. Based on the task and facilitated by
experience lecturers, the students realized their tasks and roles,
know what they are supposed to do and not to do and could
identify their mistakes.
D. Participants, The Survey, and Scope of Study
This paper focuses on the implementation of My UiTM
Engineering programme and the achievements based on the
comparison of the student’s grade before and after entering the
My UiTM Engineer programme. Another contribution of this
paper is on the student’s perception on their achievements
throughout their studies based on the survey conducted. As this
programme is conducted in every semester, the performance
will be analysed based on students in Semester 5 of the
September – December 2017 batch (old batch) while the survey
will be analysed based on students of Semester 5 for batch
March – June 2018 (new batch). There were 119 students
involved in the September – December 2017 batch and 99
students in March – June 2018 batch. A total of 54 students
from the March – June 2018 batch responded to the survey.
The questionnaire was designed so that the main problems
and the students’ characteristics that contribute to low CGPA
can be identified. In addition, the opinion on the programme
could also be obtained from the student’s response. The section
of the questionnaire can be divided into:
a. Satisfaction based on the mind setting talk
b. Fundamental engineering knowledge
c. Soft skills achievement
The student’s achievement will be analysed based on their
CGPA for their fifth semester results and then compared with
their previous CGPA in the fourth semester. Here, the subjects
taken were not the controlled parameter. This depended on the
subjects taken in the fourth and fifth semesters respectively.
The subjects taken in the fourth semester were Microprocessor
System, Electromagnetic Theory, Semiconductors Devices,
Introduction to Numerical Analysis. Meanwhile, the students
took subjects based on their majors in the fifth semester.
Among the subjects taken include Computer Organization,
Data Structures and Algorithms, Applied Electronics Circuits,
Signal and System Analysis and Applications and Statistics for
Science and Engineering.
The questionnaire was developed by referring to the
fundamental knowledge courses covered in Basic Electronic,
Basic Electric, Basic Circuit, Theoretical understanding on
electronic and electric, Fundamental of Electrical and
Electronic Engineering Mathematics and Programming. To
understand the student’s perception about their level of soft
skills, the questionnaire comprised of communication skills,
teamwork and collaboration, adaptability, problem solving,
critical observation and conflict resolution. Students were
required to identify their abilities and achievements based on
the respective questions. Questions in Table I were used to
identify their levels of motivation and engagement after
attending the mind setting talk. The student will rank from most
agree, agree and disagree for each question. Results and
analysis of the survey will be discussed in the Analysis and
Discussion section. The CGPA achievements will be compared
with [12].
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TABLE I. SATISFACTION B ASED ON THE MIND SETTING TALK
No. Satisfaction
1. To know and identify your intention as a student
2. To identify the correct and proper way in seeking knowledge
3. To perform your duty as a good student
4. To be good to others
5. To identify your weakness
6. Plan to improve yourself
7. To keep improving yourself
III. RESULT AND DISCUSSION
A. Analysis On Overall Achievement
Analysis was conducted based on the cumulative grade
point average of the students’ who participated in the program.
Fig. 1a shows the overall achievement based on the September
– December 2017 and March – June 2017 Semesters [12]
compared with the CGPA before and after entering the MUE
program. 73% of the students managed to increase their CGPA
while 26% obtained lower CGPA as compared to the previous
round. About 10% increased as compared to the previous MUE
implementation due to the improvements in the MUE module.
Based on the previous module, the implementation of the
programme depended on the facilitator’s creativity [12]. The
current programme equipped the facilitator with a
comprehensive module with activities which can be delivered
based on the facilitator’s creativity. The improved content of
the mind setting talk was based on the holistic success module
(HSM) [13] and contribution from a prominent speaker which
was improved by bringing students to reality by guiding them
to improve themselves.
Having actively participated in the program, the students
who increased their performance were able to digest and
practice all the tips and knowledge gained. However, the
students who failed to increase the performance will need to
seek further help to ensure they can graduate with a good
CGPA. It will be the faculty’s initiative to plan and monitor the
ability of poor performance students to help them achieve
better grades. The 26.1% students who did not improve at all
could be due to their attitude [12]. It is important for the
students to be prepared in changing their attitudes and be more
disciplined after participating in this programme. They must
follow the suggested routine in order to be an excellent student
to improve their understanding on the engineering subject. The
achievement among male and female were quite comparable
with 72% and 77% CGPA increments respectively as shown in
Fig. 1b.
4-7 December 2018, Wollongong, NSW, Australia

(b)
(c)
Fig. 1. Percentage changes of CGPA after MUE programme (a) Overall
achievement (b) Comparison between male and female students
B. Analysis Based on Programme
The students involved in this programme came from two
differents backgrounds namely Bachelor in Electronic
Engineering (EE241) and Bachelor in Electrical Engineering
(EE242). Achievements based on Bachelor in Electronics
Engineering and Electrical Engineering are shown in Figure 2
(a) and (b) respectively. It can be seen that about 90% students
from Electronic Engineering increased their CGPA while only
62% students from Electrical Engineering obtained increments
in their CGPA as compared to the previous semester upon
completion of this programme. The ability of students to
perform better as compared to the previous semester should be
addressed from the aspect of the subjects taken during the
semester. The delivery method, content and closer engagement
with weak students must be planned in order to help them.
A detailed analysis on the CGPA comparison can be seen in
Figure 3 for both Bachelor in Electronics Engineering and
Bachelor Electrical Engineering. The percentage of students
who obtained less than 2.0 decreased for Electronic
Engineering but increased for Electrical Engineering. About
14% of the students obtained more than 3.0 for Electronic
Engineering while only 4% students obtained more than 3.0 for
Electrical Engineering. The majority of students with Electrical
Engineering and Electronic Engineering backgrounds achieved
CGPAs between 2.5 and 2.99 which are 63% and 52%
respectively. This
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Fig. 2. Comparison between Electronic Engineering (EE241) and Electrical
Engineering (EE242) programme
number maintained that which was before and after the MUE
programme for this range of CGPA.
According to [22], students were considered as weak if they
obtained a 3rd class grade. This type of students are believed to
be absent from classes regularly while some of them were able
to pursue their studies with low marks through reservations or
management quota. To overome this problem, student-centered
strategies were suggested. The strategies are to assign active
students as advisers, mentors or proctors and then identify and
trace the student’s performance and attendance, refining
academic performance, enhancing English and Communication
and Presentation Skills and lastly,using peer learning groups.
Research conducted on engineering students focusing on
characterizing their motivation in engineering studies [5] found
different motivation profiles throughout their academic years. It
has become the educators’ challenge to maintain and increase
the student’s motivation. A student-centered strategy is seen as
one of best approaches to increase student’s motivation [23].
The use of gaming technologies as the tool to aid in the
teaching process could improve the quality of education and the
student’s academic progress. The educators should be able to
understand the students’ differences in terms of their
motivation, attitudes about teaching and learning as well as
their response towards the classroom environment and teaching
practices [24].
Fig. 3. Detail analysis on students achievement for Electronic Engineering
(EE241) and Electrical Engineering (EE242) programme
4-7 December 2018, Wollongong, NSW, Australia
C. Analysis Based Students Motivation
The survey conducted based on the student’s ability and
motivation to improve upon undergoing the mind setting talk is
shown in Figure 4. The highest percentage of 78% of the
students agreed that they must know and identify their intention
as students while only 22% chose most agree where they must
know and identify their intention as students. The highest
percentage in most agree, which is 43% is with the students
who know that they must always keep improving while 57%
agree that they must always keep improving. 76% of the
students agreed that they must identify the correct and proper
way in seeking knowledge while more that 65% agreed that
they must be good to others, be able to identify their weakness
and must plan to improve themselves. Motivation is very
important which lead to the success in their studies. The study
conducted in [25] found a few reasons on why engineering
students had low motivation. One of the reasons is that the
students think that they are slow learners, hence the drop in
their self-efficacy. Their interests toward science, mathematics
and engineering can contribute towards the level of motivation
for the students. Research in [5] found that intrinsic motivation
is very important in this field as this course required higher
order thinking skills. In relation to motivation, the lecturers
themselves must be able to find a way to increase interest in the
subject, creating more various engineering workforce and
always embed in the lecture an activity that prepares the
students for future advances in engineering [25].
Fig. 4. Student’s motivation level after attending mind setting talk
D. Analysis based on Fundamental Engineering Knowledge
The survey conducted based on the student’s ability to
familiarize engineering fundamental is shown in Figure 5.
From the figure, about 13% of the students were slightly
familiar in basic programming and 48% moderately familiar.
Basic programming is one of the fundamental subjects in
electrical and electronic engineering. The percentage shows
that programming is one of major problems for engineering
students despite being one of important skill needed to be an
engineer. Hence, to improve this skill among students, the
delivery method and activities related to this subject need to be
revised. One of the idea is to incorporate hands-on sessions in
the programming subject to enhance the students’ ability in
problem solving skills and increase their ability to improve the
self-learning process [26]. Besides that, [27] a resource to help
and learn programming language using interactive animations
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should be provided. Students can access and learn
programming themselves as interactive animation can easily be
accessed through the internet. Less than 10% of the students
stated that they were extremely familiar with the listed courses.
More than 50% stated that they are very familiar with all the
courses except for basic programming. Hence, a major problem
for the students with CGPA below than 3.0 here is the
programming skill. The average of students who were very
familiar and moderately familiar on the electrical and electronic
engineering fundamental subjects were only 51% and 41 %
respectively. This is correlated to this group of students who
were categorised based on their CGPA which is less than 3.0.
Fig. 5. Level of familiriazation on electrical and electronic engineering
fundamental subjects
E. Analysis Based on Soft Skills
The content of this programme was also meant to improve
the soft skills of the weak student. In many previous works,
[28] the soft skills students were assessed in the engineering
courses based on project writing report, teamwork and
presentation skills. In [29] the undergraduates rated their own
proficiency in a range of soft skills. They were also able to
identify their deficiencies regarding the skill acquired for future
work. In this work, as shown in Figure 6, the weak students
rated the soft skills obtained throughout their studies. As shown
in the figure, about 4% students perceived that their
communication skills were poor. Only 22% believed that they
have excellent communication skills. Poor communication skill
has been identified as a common problem among weak students
in [22]. They proposed that weak students must have the
opportunity to conduct presentations in the classroom regularly
from the first year.
More than 50% students believe that they are good for
conflict resolution, problem solving, adaptability, teamwork
and collaboration and communication skills. Only 48% of the
students believed that their critical observation is good. Critical
observation and thinking are considered as necessary learning
outcomes to enable the students to be good in their academic
and success in their career [30]. Critical thinking and
observation can be thought throughout the study by designing a
suitable course so that the students can obtain the skill hence
helping them to succeed throughout their studies and career
[30][31]. At average, 10.3%, 33.7% and 15.4% of the students
ranked themselves with excellent, good and fair levels in the
soft skill listed respectively.
4-7 December 2018, Wollongong, NSW, Australia

Fig. 6. Level of soft skills acquired by the students
CONCLUSION
The implementation of the My UiTM Engineer programme
was able to increase the CGPA of 73% students. Such
motivation programme was important to help the weak students
to improve their motivation subsequently engage with the
studies actively and effectively. Identification of weak students
should be done from year 1 and more effective teaching and
learning activities particularly in the hard technical and
fundamental parts should along with a motivation programme.
A comprehensive survey and analysis need to be designed so
that the student’s ability can be understood better. Hence,
proper guidance and help can be implemented.
ACKNOWLEDGMENT
The authors would like to thank the Institute of Research
Management and Innovation (IRMI) UiTM and Ministry of
Higher Education for the financial supports. This research
work was conducted under the support of Dana Aras (600-
RMI/DANA 5/3/ARAS (0058/2016)).
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