ACTIVE LEARNING FOR QUANTITY SURVEYING STUDENTS

BOO SHEEN BERG 2001496

DYLAN WONG CHEE YAW 2003351
KAM JIU ZHEN 2102361
WENDY HAW SEOW CHUI 2003213
YEW JIAN WEN 2102850
YUVAGANESH SANGAR 2006714

A project report submitted in partial fulfilment of the

requirements for the award of Bachelor of Engineering
(Hons.) Mechanical Engineering

Lee Kong Chian Faculty of Engineering and Science

Universiti Tunku Abdul Rahman

FEBRUARY 2023
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DECLARATION

I hereby declare that this project report is based on my original work except for
citations and quotations which have been duly acknowledged. I also declare that it
has not been previously and concurrently submitted for any other degree or award at
UTAR or other institutions.

Signature :

Name :

ID No. :

Date :
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APPROVAL FOR SUBMISSION

I certify that this project report entitled “ACTIVE LEARNING FOR QUANTIT
SURVEYING STUDENTS” was prepared by BOO SHEEN BERG, DYLAN
WONG CHEE YAW, KAM JIU ZHEN, WENDY HAW SEOW CHUI, YEW
JIAN WEN, YUVAGANESH SANGAR has met the required standard for
submission in partial fulfilment of the requirements for the award of Bachelor of
Science (Hons.) Quantity Surveying at Universiti Tunku Abdul Rahman.

Approved by,

Signature :

Supervisor :

Date :

Signature :

Co-Supervisor :

Date :

The copyright of this report belongs to the author under the terms of the
copyright Act 1987 as qualified by Intellectual Property Policy of Universiti Tunku
Abdul Rahman. Due acknowledgement shall always be made of the use of any
material contained in, or derived from, this report.

© Year, Name of candidate. All right reserved.

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ACKNOWLEDGEMENTS

I would like to thank everyone who had contributed to the successful completion of
this project. I would like to express my gratitude to my research supervisor, Dr. Ooi
Kean Thong for his invaluable advice, guidance and his enormous patience
throughout the development of the research.

In addition, I would also like to express my gratitude to my loving parents

and friends who had helped and given me encouragement......

(This acknowledgements page is optional)......

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ABSTRACT

Many relief scenarios involve the discharge of a two-phase fluid mixture, and the
proper method for sizing the relief valve for these conditions is the subject of
considerable discussion. Sizing a valve is based on the flow through an isentropic
nozzle, the pressure–density relation for the fluid properties, and a discharge
coefficient (Kd) to match the calculated mass flux to that measured for the flow of air
or water in the actual valve. For single-phase flow, this is straightforward, since the
fluid properties are simple and measured values of Kd are available. For two-phase
flow, the density–pressure relation is complex and no values of Kd are available, so a
variety of ‘‘models’’ have been proposed in the literature to address this problem.
Since the various models produce various results, the appropriate value of Kd
required to match the model to the actual valve will depend on the model. This
project utilizes a simple, rigorous method for sizing relief valves for two-phase flow
that utilizes the fluid properties directly and hence does not require a ‘‘model’’ for
these properties. It is shown how this method can be applied to two-phase frozen or
flashing (equilibrium or non-equilibrium) nozzle flows, and how the available values
for Kd for single-phase flow can be used directly with this method, depending on the
critical state of flow in the nozzle, to accurately predict two-phase flow in any valve.
The calculations are compared with data from the literature for frozen air/water and
flashing steam/water flows in actual safety relief valves.
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TABLE OF CONTENTS

DECLARATION ii
APPROVAL FOR SUBMISSION iii
ACKNOWLEDGEMENTS v
ABSTRACT vi
TABLE OF CONTENTS vii

CHAPTER

1 INTRODUCTION 11
1.1 Background of Study 8
1.2 Problem Statement 9
1.3 Aim 9
1.4 Objectives 9
1.5 Research Methodology 9
1.6 Research Scope 10
1.7 Chapter Outline 10
1.8 Summary of Chapter 11

2 LITERATURE REVIEW 19
2.1 Introduction 12
2.2 Quantity Survey 12
2.2.1 Roles of Quantity Surveying 12
2.2.2 Responsibilities of Quantity Surveying 12
2.3 Active Learning 13
2.3.1 Types of Active LEarning 13
2.3.2 Principles of Active Learning 14
2.4 Inactive learning/Passive learning 16
2.5 Importance of Active Learning 16
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2.6 Factors affecting of active learning 17

2.7 Strategy and barrier 18
2.8 Summary 19

3 METHODOLOGY AND WORKPLAN 30

3.1 Introduction 20
3.2 Research Method 20
3.2.1 Quantitative Research Method 21
3.2.2 Qualitative Research Method 21
3.3 Justification of Selection 22
3.4 Research Design 23
3.5 Literature Review 24
3.6 Questionnaire Data Collection 25
3.6.1 Questionnaire Design 26
3.6.2 Sampling Determination 26
3.6.3 Questionnaire Distribution 27
3.7 Data Analysis 27
3.7.1 Cronbach’s Alpha Reliability Method 27
3.7.2 Frequency Distribution Analysis 28
3.8 Summary 28

4 DATA ANALYSIS 40
4.1 Introduction 31
4.2 General Background 31
4.3 Cronbach's Alpha Reliability Test 35
4.4 Factor that Affect QS Students Active Learning 35
4.4.1 Friedman Test 35
4.4.2 Mann-Whitney U Test 37
4.5 Strategies to Improve the Active Learning 39
4.5.1 Friedman Test 39
4.5.2 Mann-Whitney U Test 40
4.6 Summary 40
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5 COCLUSION 47
5.1 Introduction 42
5.2 Overall Chapters Summary 42
5.2.1 Objective 1 44
5.2.2 Objective 2 44
5.3 Contribution of Study 45
5.4 Limitation of the Study 46
5.5 Recommendations for Future Studies 46
5.6 Conclusion 47

REFERENCES 48

APPENDICES 56
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CHAPTER 1

INTRODUCTION

1.1 Background of Study

Currently, the construction field dominates a vital role in affecting various
sectors. Globally, the construction industry generates RM 1.7 trillion; in most
nations, it contributes between 5% and 7% of the overall GDP. (Alaloul, W. S. (n.d.).
While for Malaysia, construction has contributed 14.15 billion USD, and 4.5% to the
GDP (Research Gate. n.d.). This means that the construction industry dominates
Malaysia's market trends as our country still has much available land to develop.
Among all the professional labor participating in construction, Quantity Surveyors
play an important role in the industry. However, the performance of Quantity
Surveyors still needs to improve because the 12 digital technologies highlighted in
the Construction Industry Development Board (CIDB) Construction 4.0 Strategic
Plan (2021-2025) will soon become a widespread practice in Malaysia (Saar, T. D.
C. C. (2022, February 15). Hence, the performance of Quantity Surveyors need to
improve to ensure the construction process can be smooth and avoid any unwanted
circumstances. Our group's topic is to find out the active learning for Quantity
Survey students. Active learning is a teaching approach that engages students in the
learning process through active participation in activities, discussions, and problem-
solving exercises. This approach can be particularly effective for Quantity Survey
students, as it can help them develop critical thinking skills and gain hands-on
experience in their field.
Through the previous research show that several students need help properly
approaching the quantity surveying study material. This study sought to identify the
preferred learning styles of undergraduate quantity surveying students by examining
these individuals' brain dominance and learning styles. It was required to look into a
few crucial subjects in order to have a comprehensive understanding of the preferred
learning style. Based on a news, Japan is implementing Active learning recently as
its teaching methodology for now, and is regarded by the Japanese Ministry of
Education, Culture, Sports, Science and Technology (MEXT) as an alternative to the
traditional, “passive” learning. (Nae, Niculina. (2018). However, in Malaysia, QS
students are still using a traditional learning style which is exam-centric education
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system. This means that the students are not an active learners nor independent in
their learning. Additionally, the learning style of QS in Malaysia and also some
foreign countries is utilise both theory and practical on preparing BQ and taking off
for a construction project. Besides, some of the lecturers only show the PowerPoint
slides and briefly explain about the topic. Therefore, not every students manage to
absorb the knowledge that deliver by the lecturer. Nevertheless, most of the students
will still benefit from this learning styles. In addition, most of the students in
Malaysia and foreign country are using the auditory way. As a result, the myth about
education that pervades our society today has highlighted the need to rethink the
educational system, transform how learning and teaching are delivered, as well as
encourage a growth mentality among all parties concerned. (Sze Yean, L. (2019).

1.2 Problem Statement

According to the research, both active and passive learning styles can impact
an QS student’s performance. QS students who had a preference for active learning
tended to have higher academic performance than those who preferred passive
learning (Hwang and Lee, 2020).
The technical skills possessed by QSs will not go any further without the
support of soft skills (Schulz, 2008). In terms of soft skills, they are not able to meet
employers' expectations. Especially in the part of communication skills and
teamwork (New Straits Times, 2004). As a result, it leads employers to criticize the
communication and analytical skills of graduates, which leads to limited job
opportunities for graduates (Chua, 2000).
In conclusion, we must look back to the way that they learn and their attitude
during their university years. There is a strong correlation between the acquisition of
soft skills and the learning style of QS graduates.

1.3 Aim
The purpose of this research is to identify the implementation of active learning for
quantity surveying students.
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1.4 Objectives
The objectives of this research are:
1. To examine the factors that cause the active learning style use for Quantity
Surveying students.
2. To propose the solutions to improve the active learning among quantity
surveying students.

1.5 Research Methodology

Research methodology is a process for collecting information and data to determine
how a study will be conducted. There are two categories of research methodology
such as qualitative method and quantitative method. In our study, the research
objectives are accomplished through the quantitative methodology.
In the social sciences, quantitative methodology controls the research
framework. It relates to a collection of methods, approaches, and presumptions used
to investigate numerical patterns in order to examine psychological, social, and
economic phenomena. Many numerical data are gathered during quantitative
research. For instance, quantitative research use sampling methods and sells online
surveys, online polls, and questionnaires to get data from clients both current and
potential. Questionnaires are used as survey instruments to get data from
respondents.
A literature review is also carried out by examining the findings and content
of all of the reading materials in order to improve the study on active learning for
Quantity Surveying students. Reading journals, articles, websites, books, and thesis
addressing the studies on active learning for Quantity Surveying students as the basis
for the literature review.

1.6 Research Scope

The scope of this research focused on Quantity Surveying students. This research
confined to the findings and content of all of the reading materials which is mainly
involved in active learning for Quantity Surveying students such as reading journals,
articles, websites, books, and thesis addressing the studies. These were the ones
which can provide accurate source for the purpose of this research.
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1.7 Chapter Outline

As a result, we are aware that this study will consist of 5 chapters:
In Chapter 1, the study's background is presented, along with a discussion of
the problem statement surrounding active learning for Quantity Surveying students.
This chapter has established the aim and objectives of the research study. The
research approaches used to gather data and information for the study by utilizing
both qualitative and quantitative methodologies. The study will concentrate its
investigation on quantity surveying students.
The study's literature review is given in Chapter 2 which follows the
introduction and presents a summary of prior studies on active learning, particularly
of the quantity surveying students.
The qualitative and quantitative methods were employed to carry out the
research in this study are described in Chapter 3. Besides, the research
methodologies that used in this study are also along with how the survey's questions
were created and how the data and information from the respondents were used. The
pertinent information and data have been gathered from the survey respondents and
survey questionnaires by utilizing the quantitative methodologies. To get input from
the targeted respondents, the surveys are mostly used online. On the other hand, we
also asked some of the targeted quantity surveying students to have a conversation
with us by using qualitative method in order to get the relevant data from their
sharing
Chapter 4 offers the result on the areas of study, which are based on the
information and data gathered through the questionnaires and online surveys. Charts
and tables are created after the data analysis and information display. The secondary
data help to validate and support the analysis of this research study. This chapter has
successfully accomplished the research's objectives.
Last but not least, Chapter 5 summarizes the findings of the research while
achieving the research's objectives. To enable future improvement in the relevant
study area, the recommendations and suggestions which were based on the quantity
surveying students are emphasized and highlighted. At the conclusion of this study,
the research's limitations and recommendations for further study are listed out.
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1.8 Summary of Chapter

The goal of this study is to determine how actively students in quantity surveying
learn. Regarding difficulties encountered in active learning for quantity surveying, a
study's background is provided, along with a problem description. The sections in
this chapter provide a straightforward overview of the research details.

Chapter 2
Literature Review
2.1) Introduction

A quantity surveyor is often unclear amongst the general public.

(Cunningham, T 2014) Quantity surveying is one of several construction surveying
specializations, including building surveying, taking-off project, project
management, and facilities management. The Quantity Surveyor is a construction
professional; he or she is qualified and adequately trained to advise on all aspects of
construction costs and financial and contractual administration. They are an expert
on the cost and management of construction projects too. (RICS, S. n.d.).
In addition, some colleges also offer degrees in quantity surveying for
construction services. Such programs are intended to provide students with a
bachelor's degree with a grasp of the theories and strategies involved in the quantity
surveying specialty and qualify students for advancement.

2.2.1) Roles and Responsibilities of Quantity Surveying

Based on the study, Quantity Surveyors are well-known in construction as

Construction Cost Consultants or Estimators. They are responsible for closely
monitoring the project's monetary-related documents and contractual obligations.
They ensure that the financial status of building projects is reported precisely and
successfully managed. They oversee all parties involved in a construction project's
statutory obligations. (Dixon, W. (n.d). Quantity surveyors are alternating the
industries in which they provide services, including building services, mechanical
and electrical services, and more related fields. This diversity is mainly driven by the
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quantity surveyors' adaptable culture and fluctuating client needs. Also, there is a
growing awareness of accountability and openness.
Nevertheless, to ensure that quantity surveyors endure competition, they must
adopt tools, skills, and knowledge that offer value. To deliver value-added services,
quantity surveyors must be entangled in both the ups and downs of the construction
market and supply chain. The present business model "pushes" the client's desire for
a construction project to be finished on time, within budget, and with maximum
performance, dependability, and safety under other client-valued criteria.
Regardless of the size of the project, a quantity surveyor is held accountable
for managing the overall construction budget. They are responsible for maintaining
the project's timeline and ensuring its timely completion. During the active phase of
the project, the quantity surveyor is responsible for monitoring the expenditures
incurred and ensuring that everything remains within the original budget. A quantity
surveyor must constantly look for the most efficient and economical means of
completing the job.
Furthermore, cost feasibility and estimation is one element that quantity
surveying requires: A QS analyses cost feasibilities at the beginning of a project to
ensure that the project is economically beneficial for the client. Throughout
construction, the QS will be obligated to ensure that the project stays within its
budget. Cost tracking and budgeting enable this by enabling the quantity surveyor to
keep a close check on any construction-related delays, deviations, or disagreements.
(Carey, A. (2022, July 25).
As a professional Quantity Surveyor, the individual must have a systematic
way of thinking, adequate understanding of construction, and more related
knowledge to ensure the construction runs smooth.

2.3 Active Learning

As is well known, everyone is mostly engaging in active learning nowadays. The
term "active learning" refers to a pedagogical strategy that was first used in the book
Active Learning: Creating Excitement in the Classroom by academics Professors
Charles Bonwell and James Eison in 1991. (HAT, n.d.) It's possible to describe or
define active learning as a method of learning, or an approach to instruction. (Anon.,
n.d.) Via case studies, role plays, conversations and discussions, problem-solving and
other techniques, it entails actively involving the students in the course material.
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Instead of passively absorbing knowledge, students actively engage in or interact

with the learning process through the experiential learning. (Butler, n.d.)
Moreover, there are also many degrees of active learning dependent on
student involvement. As comparison to passive methods like lectures, active learning
method imposes more responsibility on the student, although in an active learning
setting, instructor direction and support are still very essential. The duration of active
learning activities might last for a few minutes, a whole class period, or even many
class periods. Yet, the primary goal of active learning is to raise student performance
and outcomes. There are other purposes as well. (Prince, 2004) Using such activities
has a variety of advantages, such as enhancing one's capacity for critical thought,
improving one's capacity for learning and retaining new knowledges, boosting one's
drive, enhancing one's social skills, and reducing the likelihood of failing a course.

2.3.1 Types of Active Learning

In a straightforward way, active learning arouses our brain. (Author, 2021) This
makes it easier for us to immediately comprehend and remember the information
right way. Creating a neuronal pathway is something you really do as opposed to
merely planning to do it later. It establishes a solid base for implementing new
concepts into practice and incorporating them into your repertoire of professional
skills. As a result, you may learn new concepts or ideas rapidly by using the
following three types of active learning tactics.
Firstly, take notes. According to the study research, note-taking improves the
memory and your comprehension and knowledge of new concepts. (Mark Bohay,
Daniel P. Blakely, Andrea K. Tamplin and Gabriel A. Radvansky, 2023)Write down
the main points and key ideas or anything else that sticks out to you in a simple
comprehending or straightforward manner while you attend classes or listen to
lecturers. As well, reading any contents will be easier for you to comprehend, absorb
and connect with it if you highlight, circle, and otherwise annotate it. It is here barely
to be considered for direct writing inside if you possess the books or notes yourself.
Also, you should ought to record or jot down any inquiries that spring to mind as you
read.
Writing about it is the second type to actively connect with instructional
content. You may practice in writing summaries to aids you explores several
viewpoints on the concept by challenging yourself to write an essay that examines
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several points of view on a new subject. To help you remember new concepts, jot
down definitions, and then rephrase them in your own terms. Additionally, you may
also record your feelings about the fresh concepts or any intriguing and fascinating
thoughts they prompt or provoke you in a notebook. The foundation of learning is
responding to new knowledge, which will help new ideas stick in your mind.
The third is to teach someone else. Verbal interaction and communication is
now quite widespread that almost everyone does, and it's a great approach to conduct
active learning. You become aware of how much you truly comprehend when you
can convey a concept to another person. They could also inquire about other matters
you haven't thought of or seek clarification on any still-unclear topics, and this is the
time you should use the opportunity to engage in active learning. You'll benefit from
what this brings up.

2.3.2 Principles of Active Learning

Active learning is a teaching approach that encourages students to take an active role
in their own learning by engaging them in meaningful and interactive activities.
(Bonwell & Eison, 1991) Here are some principles of active learning that can benefit
QS students:
i. Engagement: Active learning requires students to be actively engaged in the
learning process. (Scott Freeman, 2014) This can be achieved through
activities such as discussions, debates, problem-solving, and hands-on
experiments.
ii. Feedback: Feedback is an essential component of active learning. (Prince,
2004) Students need regular feedback on their progress to stay motivated and
to make necessary adjustments to their learning strategies.
iii. Reflection: Reflection is a critical aspect of active learning. Students are
encouraged to reflect on their learning experiences to gain a deeper
understanding of the concepts and to identify areas where they need
improvement. (Susan A. Ambrose, 2010)

By applying these principles, QS students can take a more active role in their own
learning, leading to a deeper understanding of the concepts, better retention of
information, and improved critical thinking skills.
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2.4 Inactive learning/Passive learning

Inactive learning, also known as passive learning, is an approach to learning
in which the student is not actively involved in acquiring knowledge or skills. In this
approach, the student is typically a passive recipient of information, and the focus is
on the teacher. Instead of simply memorizing and regurgitating knowledge, this
method of instruction focuses on ensuring that pupils absorb it thoroughly.
We have traditional lectures for examples of inactive learning; with this
method, the instructor presents material to the students as a lecture. Learners are
frequently required to take notes and retain the supplied material. Next, reading
textbooks, passive learning can be achieved by reading textbooks, articles, and other
things. Students may be required to read and comprehend the subject but may not be
actively involved with it besides watching educational videos, such as documentaries
or instructional videos. Learners can view the videos without engaging with the
content or completing subsequent exercises.

2.5 Importance of Active Learning

Active learning is an approach to teaching and learning that emphasizes student
participation and engagement in the learning process. Active learning is particularly
important for QS students because it helps them to develop a deeper understanding of
mathematical and scientific concepts, as well as analytical and problem-solving
skills. (Valamis, 2020) The principles of active learning provide an effective
framework for teaching and learning in quantitative sciences, as they encourage
students to take an active role in their own learning and engage with the material in a
meaningful and interactive way. It involves a variety of techniques and strategies that
encourage students to take an active role in their own learning, rather than being
passive recipients of information. Active learning is important for several reasons,
including:
i. Improved retention: Active learning helps students to retain information more
effectively than passive learning methods. (DOWNING, 2023) When
students are engaged in the learning process, they are more likely to
remember what they have learned.
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ii. Enhanced critical thinking skills: Active learning encourages students to

think critically and analyze information in order to solve problems. (Prince,
2013) This helps to develop their analytical and problem-solving skills, which
are essential in many areas of study and in the workplace.
iii. Better communication skills: Active learning often involves collaborative
activities, such as group discussions and debates, which help to develop
students' communication skills. This is an important skill in both academic
and professional settings. (Olson, 2017)
iv. Increased motivation: Active learning can increase students' motivation to
learn, as it makes the learning process more engaging and enjoyable. When
students are actively involved in their own learning, they are more likely to
be motivated to learn and to achieve better results.
v. Personalized learning: Active learning can be tailored to suit individual
learning styles and preferences, which can help to improve learning
outcomes. (Bonwell & Eison, 1991) By providing a variety of learning
activities and opportunities, active learning allows students to learn in ways
that suit them best.

In summary, active learning is important because it helps to improve retention,

enhances critical thinking and communication skills, increases motivation, and
allows for personalized learning. These benefits make active learning a valuable
approach to teaching and learning in a variety of educational settings.

2.6 Factors affecting of active learning

Students in courses without active learning were 1.5 times more likely to fail
than students with active learning. (Freeman et al. 2014). Quantity Surveying (QS)
student are generally same. Factors such as aptitude, aspirations, motivation, and
resources play an important role in shaping the effectiveness of active learning in the
classroom. In this research will explore these factors and discuss what is the strategy
to improve active learning and its barriers.
1. Aptitude
The concept of aptitude refers to a student's natural abilities or talents, which
can impact their engagement and success in active learning. QS students who have
strong aptitudes for problem-solving, critical thinking, and collaboration are likely to
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thrive in active learning environments. On the other hand, QS students who struggle
with these skills may find active learning more challenging and may require
additional support to succeed (Prince, 2004).

2. Aspirations
Student aspirations, or their personal goals and desires, can also affect their
engagement and motivation in active learning. QS students who are motivated by
career goals or a passion for a particular subject may be more likely to participate in
active learning activities and take ownership of their learning. Conversely, QS
students who are less invested in their studies or have unclear goals may find it more
difficult to engage in active learning (Barak et al., 2016).

3. Motivation
Student motivation is perhaps the most critical factor in the success of active
learning approaches. Active learning requires QS students to take an active role in
their learning, and QS students who are motivated and engaged are more likely to
participate in class discussions, ask questions, and collaborate with their peers.

4. Resources
Access to resources, such as textbooks, technology, and materials, can also
impact the success of active learning approaches. Inadequate resources can limit
student engagement and hinder their ability to participate in active learning activities.
For example, QS students who lack access to computers or the internet may struggle
to participate in online discussions or complete online assignments.

2.7 Strategy and barrier

From the student's perspective, some strategies for becoming a more active
learner include actively participating in discussions and activities in the classroom,
finding opportunities to collaborate with peers, reflecting on what is learned, and
applying new knowledge in different contexts (Dunn, R., & Dunn, K., 2013).
From the teacher's perspective, some strategies to promote active learning
include designing engaging activities and assignments, using technology to facilitate
collaboration and knowledge sharing, providing opportunities for reflection and
feedback, and creating a supportive learning environment (Freeman et al., 2014).
 20

Teachers can also help overcome barriers to active learning by providing clear
instructions and expectations, scaffolding complex tasks, and providing guidance and
support as needed.
Some common barriers to active learning include students' resistance to new
and unfamiliar learning environments, lack of resources or support for teachers, and
challenges in designing effective activities and assessments (Bonwell & Eison,
1991). However, by collaborating and implementing strategies to overcome these
challenges, both QS students and teachers can benefit from the many advantages of
active learning.

2.8 Summary
In this chapter, we first define quantity surveying and outline the various roles and
responsibilities. Then, we go into great depth on active learning. The several types of
active learning, its guiding principles, its importance and barriers, the factors that
affecting active learning, and the strategies to improve active learning were all stated
and discussed in detail. Of course, we did also briefly discuss passive learning in
reverse to highlight the difference between the two as active learning is the major
focus.
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CHAPTER 3

METHODOLOGY AND WORK PLAN

3.1 Introduction
In this third chapter, the approaches used to run this research will be clarified.
The methodologies espoused in this research are described in detail in which make
sure all the information and data collected are reliable and systematic in nature.

3.2 Research Method

A research methodology is a means to describe how a researcher plans to
conduct their investigation. It is a rational, methodical approach to a study issue. A
methodology explains how a researcher will conduct the study in order to produce
accurate, legitimate data that meet their goals and objectives. It comprises what data
they're going to acquire and where from, as well as how it's being collected and
analyzed. A research approach offers the study credibility and yields reliable
scientific results. Additionally, it offers a thorough plan that aids in keeping
researchers on course, facilitating a simple, efficient, and manageable approach. The
reader can comprehend the strategy and procedures utilized to arrive at results by
understanding the researcher's methodology. (indeed, 2022)

A systematic framework known as research methodology is used to solve

research problems by selecting the best and most practical ways to carry out the
study while staying true to the study's purpose and goals. Answering the what, why,
and how of your research is part of the approach such as what is your research
methodology, what instruments will you use to gather and evaluate the data, what is
the size of your sample, etc.? Why are you making the decision that you have
planned to make? How do you intend to make use of the methods and tools to
address the research challenge and carry out the research? (Pamplona, 2022)

When creating a research methodology, a researcher has various decisions to

choose. One of the most crucial decisions is whether to employ qualitative,
quantitative, or a combination of the two data methodologies. Regardless of the sort
of research, the data acquired will be as numbers or descriptions, and researchers can
choose to focus on gathering words, figures or both. (indeed, 2022)
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3.2.1 Quantitative Research Method

Numerous participants' numerical data are gathered, measured, and analyzed
using the quantitative method. Mostly, facts and statistics are used to confirm
something with this method. Surveys, questionnaires, tests, databases, and records
are used to gather it. (Pamplona, 2022)

When the goal of the study is to establish a fact, researchers typically employ
a quantitative approach. It focuses on gathering, evaluating, and evaluating numerical
data, typically from a large number of participants. Then, they use statistical
comparisons and analysis of the data. Surveys, questionnaires, tests, databases, and
organizational records are common ways to collect quantitative data.

Because researchers use software programs to analyze the data, this research
methodology is both objective and frequently expedient. An illustration of how
specialists could utilize a quantitative strategy is to quantify the connection between
two factors or test a bunch of speculations. (indeed, 2022)

3.2.2 Qualitative Research Method

In qualitative research, textual data and spoken or written words are gathered
and analyzed. It can help to construct a thorough account of a researcher's
observations and may also concentrate on body language or visual components.
Typically, focus groups, interviews, and observational studies with a small number
of carefully chosen individuals are how researchers collect qualitative data.
(Pamplona, 2022)

This study process is subjective and more time-consuming than using

quantitative data. Researchers generally utilise a qualitative methodology when the
aims and objectives of the research are exploratory. For example, when they
undertake study to understand human perspectives surrounding an event, person or
product. (indeed, 2022)

Compared to using quantitative data, this research approach takes more time
and is subjective. When the research's goals are exploratory, researchers frequently
 23

employ a qualitative methodology. For instance, when they carry out groundwork to
comprehend human discernments with respect to an occasion, individual or item.
Table 3.2.2 Qualitative Vs. Quantitative Research (Sirisilla, 2023)
Qualitative Research Quantitative Research
It comprehends human way of behaving It aims to calculate numbers and
to find the manner in which individuals analyze statistics.
think and dissect their encounters.
When there is no predetermined set of Utilizing statistical, logical, and
questions and the discussion is useful mathematical methods, it aids in the
for examining issues, these research production of numerical data and hard
methods are ideal. facts.
When compared to the analysis phase, When compared to the analysis phase,
planning takes less time. planning takes up more time.

3.3 Justification of Selection

Before selecting an acceptable research method, it is important to understand
both quantitative and qualitative research from the prior talks. In light of the prior
discussion, a quantitative research method was selected for this study for a number of
reasons. Questionnaire surveys were used to get the quantitative data.

Data that can be expressed numerically is the focus of quantitative research. It

is frequently utilized by researchers to correlate demographic data. Surveys or web
analytics are typically used for quantitative research, and large numbers of people are
often included to ensure that trends are statistically representative. (Pollfish, 2021)
There are two types of data that we gathered which are via questionnaire surveys and
online literature review. These ways could help us to gathered information and
feedback from the respondents and those researchers. The aim of this research is to
identify the implementation of active learning for quantity surveying students while
there are two objectives of this research which are to examine the preference learning
style for quantity surveying students and to propose the solutions to improve the
active learning among quantity surveying students. Large amount of seniors’
experiences can be get through the questionnaire surveys to be able to obtain more
information for this research. Therefore, quantitative research method has been
chosen.
 24

When data were collected from a large number of diverse respondents,

quantitative research is helpful. When the audience is more open to facts, graphs,
charts, and statistics, this is also a good strategy to use. (Williams, 2021) Large
amount of information and views given by the respondent through questionnaire
surveys is easier and more convenient then interviewing the interviewee. Besides, the
result for quantitative research can be generalized. Thus, qualitative research method
is more suitable for this research.

3.4 Research Design

Research design refers to the framework of market research methods and
techniques that are chosen by a researcher. The design that is chosen by the
researchers allow them to utilise the methods that are suitable for the study and to set
up their studies successfully in the future as well (voxco,2021). Research designs are
types of inquiry within qualitative, quantitative, and mixed method approaches that
provide specific direction for procedures in a research study. Other have called them
strategies of inquiry. The designs available to the researcher have grown over the
years as computer technology has advanced our data analysis and ability to analyse
complex modals, and as individuals have articulated new procedures for conducting
social science research (John W. Creswell, J. David Creswell).

This research starts with choosing an appropriate research area. This study
concentrated on active learning for students studying quantity surveying. The
accessible information and data about the current theory and research on the field of
study are then gathered through a thorough and in-depth literature review. The
literature review was done to look into how other researchers have examined active
learning for Quantity Surveying students. The literature review conducted using
journal articles, books, websites, etc., aids in reaching the research's goals. This is
done to ascertain how active learning affects academic performance and how to
improve it.

Quantitative data analysis is used to analyse the data in order. The results are
being discussed in order to strengthen, affirm, or reject the initial hypothesis that was
established. In order to accomplish the study objectives, numbers and figures are
 25

gathered through the use of quantitative research. Eventually, the data will be
summarised, described, and examined through the use of various data analysis
techniques. To summarise, tables, charts, and figures were used to depict the general
backgrounds of the respondents and the degree of agreement with active learning for
Quantity Surveying students. The methods used in study are shown in Figure 3.3.
1.Define research problem
Formulating the research problem

2.Review the literature

Extensive literature survey

3.Fomulate hypotheses
Development of working hypotheses

4.Design Research
Preparing the research design

5.Collect data
Record information according to the research design

6. Analyse data
requires a number of closely related operations

7.Interpret and report

Preparation of the report or the thesis

Figure 3.3: Research Process

(Source: Wachemo University)

3.5 Literature Review

As a way develop research objective, literature review has been carried out
with the purpose of gaining an understanding of the current research and debates
relevant to a particular topic or area of study, and to grant that knowledge in the form
 26

of a written report. Conducting a literature review helps build knowledge in any

field. Anyone can learn about important concepts, research methods, and
experimental techniques that are utilized in any field. And also gain insight into how
researchers apply the concepts which is learning in unit to real world problems.
Another great benefit of literature reviews is can obtain a better understanding of
how research findings are presented and discussed in particular discipline. If pay
attention to what read and try to attain a similar style, have capable become more
successful at writing for your discipline.

Furthermore, the literature review points out and evaluated appropriate

data. This suggested exhibiting, comprehending, and evaluating all core ideas,
assumptions, and methods. Thus, the review was not simply an uninterrupted
composition, but rather a symphony of literature which methodically guides the
audience through a collection of ideas towards the goal of the thesis.

Utilizing proper key terms based on the topic of study plays an important
role. In find out reading materials for the research. Google, students reference pdf,
scholar is the backboned this research for find out literature content. As a general
literature review helps to place each work in the context of its contribution to
understanding the research problem being studied. Figure 3.3 shows the process the
process of conducting literature review.

Identify key Place Critically

term literature evaluate and

choose literature

Write a
Arrange the
literature
literature
review
Figure 3.4: the process of conducting literature review
Source: The Lau Library
 27

3.6 Questionnaire Data Collection

The purpose of a questionnaire is to gather data from the pre-selected group
of respondents in order to find out more about the research topics (Anon, 2018). The
completion of a research project necessitates the collection of additional data and
information, both of which must come from credible sources. The type of structured
questions is closed-ended questions with pre-determined response options, while the
type of unstructured questions is open-ended questions that allow for free-form
responses. When using a qualitative data collection method, literature reviews, and
questionnaires are used to acquire data.

3.6.1 Questionnaire Design

The research questionnaire was created using a Google Form because it is a
free online tool that makes it simple and effective to gather data. The creator can use
any method to distribute the form, including email, website integration, social media,
and other channels (Melo Sandra, 2018). Therefore, a questionnaire that can gather a
lot of information in a short amount of time is more practical.

The questionnaire consists of three sections in this research which are

Sections A, B, C, and D. The respondent's name, email address, and any other
pertinent personal information may be requested in Section A, which is a section for
collecting personal information by using the short answer question method. Section
B is focused on researching the factor affecting active learning for Quantity
Surveying students. Besides that, Section C is to determine the strategies to improve
active learning for Quantity Surveying students. Both Sections B and C of the
Google Form used a linear scale with the options "strongly agree," "agree," "neutral,"
"disagree," and "strongly disagree" on a range of 1 to 5.
 28

3.6.2 Sampling Determination

The number of participants involved in a sample size is referred to as the
sample size in market research. To ensure that the gathering of respondents is
successful, the researcher must first decide which sample respondents will be chosen
before distributing the questionnaires.

To predict how a particular age group in the population will respond to a new
product, a representative sample size of the target population can be tested first. In
this case, the sample size will be determined by the number of individuals in the age
group who will be surveyed (OmniConvert, 2019).

When the sample size is too small, the researcher may end up including a
disproportionate number of outliers and anomalies, which can distort the results and
prevent the researcher from obtaining a fair representation of the entire population.
When the sample size is excessively large, the study becomes complex, expensive,
and time-consuming to conduct (Anon, n.d.).

The respondents were deliberately chosen from the population in such a way
that the obtained results could be applied to the whole population. The students in
this study who are pursuing degrees in quantity surveying are the target audience.

The sample size should be decided. The Slovin's formula is used to determine
how many responses there were.

n = N/(1+Ne2)

Whereas:

n = no of samples

N = total

e = error margin / margin of error

 29

3.6.3 Questionnaire Distribution

The only way to distribute the questionnaire in this study was online. A
statement summarizing the research subject and goals were delivered along with the
questionnaire via social media to university and college students studying quantity
surveying. To enable the study of significant differences between respondents, the
target respondents were drawn from UTAR Quantity Surveying Students, with a
range of ages and educational levels. The respondents were given enough time to
complete the surveys accurately and submit them.

3.7 Data Analysis

Following the gathering of all relevant data, the data will be interpreted and
examined in light of the study's goals. To make the process of interpretation easier,
this will entail preparing, summarising, rearranging, and tabulating the data.

3.7.1 Cronbach’s Alpha Reliability Method

A statistical technique called Cronbach's alpha is used to evaluate the internal
consistency or reliability of a group of survey or test items. It gauges how closely
various survey or test items are assessing the same concept. This method determines
an internal consistency coefficient score, which can vary from 0 to 1, with a value of
1 denoting excellent internal consistency and a score closer to 0 denoting poor
internal consistency (Frost, Jim, 2022).

3.7.2 Frequency Distribution Analysis

A frequency distribution is a structured tabulation or graphic that shows how
many people fall into each group on a scale of measurement. That makes it simple
for the researcher to quickly glance over all of the data. It displays the observations'
high and low points as well as whether they are grouped together in one spot or
dispersed over the entire scale. As a result, the frequency distribution gives an
overview of the distribution of the individual observations along the measurement
scale (J Pharmacol Pharmacother, 2011). Frequency distribution analysis is
frequently used by researchers to produce descriptive statistics including mean,
median, mode, range, and standard deviation.
 30

3.8 Summary
In conclusion, this chapter is about research methodology. The researcher
uses quantitative research and causal research for our research design. The researcher
used the questionnaire method to get primary data for our study from the population
fixed by us. Moreover, the limitations elaborate might affect the results of the
findings.
 31

CHAPTER 4
DATA ANALYSIS
4.1 Introduction
For this chapter, Gender, Aptitude, Aspiration, Motivation, Resources, and
Technology is the respondents for us to make statistical analysis. An individual who
responds to a question, letter, email, poll, or anything else that calls for a response is
known as a respondent. In respondent, the word responds—which means "answer or
reply to"—is visible. If a survey finds that students' top concern for the method to
learn in school is “Group Discussion & Activities”, can assume that many
respondents picked the “types of learning” option. After the respondents chose their
option, a ranking will be produced, and we have to base on the ranking make a
statistic to study the result such as Mean, Standard Deviation, Minimum rate,
Maximum rate, Mean Rank, and Sum of Ranks. For the factors of the solution,
Mann-Whitney Test will be conducted. Mann-Whitney test, also known as the
Wilcoxon Rank Sum Test is the non-parametric alternative to the independent
sample t-test is the U test. It is a non-parametric test that is used to assess whether or
not two sample means from the same population are equal by comparing their
respective means. (Mann-Whitney U Test (2021)

4.2 General Background

Section A: General Information on the Respondents

Figure 4.1 showed that the female quantity surveying respondents are more than the
male quantity surveying respondents.
 32

Figure 4.2 showed the student's year of study. They are year 1, year 2, year 3, and
year 4. Their respective percentages are18.8%,45%,32.5%, and 3.7%. The
respondents of year 2 students are the most while the year 4 students are the least.

Figure 4.3 showed that the range of CGPA of Quantity Surveying students is 2.00 to
2.50, 2.50 to 3.00, 3.00 to 3.50, and 3.50 to 4.00. Therefore, the 2.50 to 3.00 CGPA
range is at least 35% higher than the 3.50 to 4.00 CGPA range.
 33

Figure 4.4 showed that the majority of students agree the lecturer encourages active
learning in class. There have 93.8% answered “agree”, and 6.2% answered
“disagree” The lecturer encourages active learning in class.

Section B: Scale linear questions

Figure 4.5 showed that the result of the Factors Affecting Active Learning for
Quantity Surveying Students. The first factor is aptitude, in this factor, as many as 1
respondent answered “strongly disagree” while 13 respondents answered “strongly
agree”. Therefore, it is 47 respondents answered “agree”, 2 respondents answered
“disagree”, and 14 respondents answered “neutral” in the factor of aptitude.
Aspiration is the second factor affecting active learning for quantity surveying
students. There are 18 respondents who answered “strongly agree”, 40 respondents
answered “agree”, 2 respondents answered “disagree”, and 20 respondents answered
“neutral”. In the third factor is motivation, there is 1 respondent answered “strongly
 34

disagree”, 17 respondents answered “strongly agree”, 46 respondents answered

“agree”, 1 respondent answered “disagree”, and 15 respondents answered “neutral”.
The next factor is resources, there are 15 respondents answered “strongly agree”, 46
respondents answered “agree”, 2 respondents answered “disagree”, and 17
respondents answered “neutral”. The last factor is technology, there is 1 respondent
answered “strongly disagree”, 20 respondents answered “strongly agree”, 39
respondents answered “agree”, 3 respondents answered “disagree”, and 17
respondents answered “neutral”.

Section C: Scale linear question

Figure 4.5 showed that the result of the Strategic to Improve Active Learning for
Quantity Surveying Students. Firstly, group discussion and activities are one of the
strategies to improve active learning for quantity surveying students. There is 1
respondent answered “strongly disagree”, 17 respondents answered “strongly agree”,
39 respondents answered “agree”, 1 respondent answered “disagree”, and 22
respondents answered “neutral”. The second strategy is the assignment, there are 14
respondents answered “strongly agree”, 29 respondents answered “agree”, 7
respondents answered “disagree”, and 30 respondents answered “neutral”. Besides
that, the strategy is the lecturer’s guidance and consultant, there is 1 respondent
answered “strongly disagree”, 17 respondents answered “strongly agree”, 24
respondents answered “agree”, 1 respondent answered “disagree”, and 19
respondents answered “neutral”. The last strategy is to provide sufficient resources.
 35

There are 27 respondents who answered “strongly agree”, 39 respondents answered

“agree”, 1 respondent answered “disagree”, and 13 respondents answered “neutral”.

4.3 Cronbach's Alpha Reliability Test

Table 4.1 Factor Reliability Test Table 4.2 Strategies Reliability Test
In this research, the value of Cronbach's Alpha for the section B factor affecting
active learning for quantity surveying students is 0.753 while the section C strategies
to improve active learning for quantity surveying students is 0.776.

4.4 Factor that affect QS student active learning.

In this research found that there are some factors that affects QS active
learning. The Factors are aptitude (F1), aspirations (F2), motivation (F3), and
resources (F4). These factors play an important role in shaping the effectiveness of
QS student active learning in the classroom.

4.4.1 Friedman Test

The average ranking for the four primary factors that influence QS student
active learning is shown in Table 4.4. The respondents who gave the determinants of
affect the highest mean rank were those who strongly agreed with their presence.

Code Factors Mean Ranking

F1 Motivation 3.9625 1

F2 Aspiration 3.9250 2
 36

F3 Resources 3.9250 2

F4 Aptitude 3.8625 3

Table 4.4.1

Referring to table 4.4.1, the factor of F1 – Motivation (3.9625) have the

highest mean value. It means that respondents think that motivation is the main
factors that affect their active learning. Motivation drives students' engagement,
persistence, and effort towards their learning tasks. When students are motivated,
they are more likely to actively participate in the learning process, take ownership of
their learning, and seek out new knowledge and skills. F2 – Aspiration (3.925) and
F3 – Resources (3.925) are both the second high mean value. It shows that
respondents think that the aspiration and resource are mostly equal in affect their
active learning. A clear goal can lead QS students to engage more in active learning,
to fulfil their goal. Resource is also important that provide better learning
experiences and convenience, with these benefits, the student’s willingness of active
learning will increase. F4 – Aptitude (3.8625) have the lowest mean value. It means
that respondents think that aptitude has the minimal affect of students active learning
compared to other factors that affect their active learning. Aptitude is student's
natural abilities or talents. The result is aligned to Prince (2004), regardless of a
student's aptitude, encouragement, and motivation from those around them can affect
their active learning. In general, we can find that these factors have influence
ranking, but we can see that the difference between the factors are not too obvious.
 37

4.4.2 Mann-Whitney U Test

Mann-Whitney The U test is intended to determine whether there is a
substantial difference in the level of agreement of factors impacting active learning
between male and female QS students. In this test, the p-value will be set at 0.05.

For this test, two hypotheses are constructed as follows:

H0, the null hypothesis There is little distinction between the groupings. As a
result, p > 0.05 will allow the null hypothesis (H0) to be accepted.

There is a significant difference between the groups, contrary to alternative

hypothesis (H1). As a result, p 0.05 accepts the alternative hypothesis (H1).

The results of the Mann-Whitney U test based on gender and the level of
agreement on variables impacting QS students' active learning were summarised in
Table 4.4.2. One component showed a significant difference in perception between
genders, according to the Mann-Whitney U test.
Code Challenges Mann- Wilcoxon Z Asymp. Sig.
Whitney U W (2-tailed)

F1 Motivation 767.000 1547.000 -.351 .726

F2 Aspiration 785.500 1565.500 -.146 .884

F3 Resources 767.500 1547.500 -.346 .730

F4 Aptitude 636.000 1416.000 - .075*

1.778

Table 4.4.2

According to Table 4.4.2, F4 - "Aptitude" (p = 0.027 0.05) is the

only characteristic that significantly differs between male and female QS
students. There is no significant difference between male and female QS
 38

students because other factors, such as F4 - "Motivation" (p = 0.726), F2 -

"Aspiration," and F3 - "Resource," are all more than 0.05 (p > 0.05). As a
result, F4 accepts alternative hypothesis (H1), while F1, F2, and F3 reject
it.

Table 4.4.3 is calculated to display the mean ranks of elements that

affect QS students' active learning in order to determine the significance of
the relationship between the gender and agreement level on those factors.

Code Factor Gender N Mean Sum of

Rank Ranks
F4 Aptitude Male 39 36.31 1416.00

Female 41 44.49 1824.00

Table 4.4.3

The sole notable challenge, F4 - "Aptitude," has a mean score for male
QS students of 36.31, which is lower than the mean rank for female QS students
of 44.49. This suggests that the value of a student's aptitude is more widely
agreed upon by female QS students than by male QS students.

Here could be several reasons why female QS students have a higher

agreement level compared to male QS students on the importance of a student's
aptitude. One possible explanation is that females may be more likely to value
academic performance and academic achievement, and therefore place a higher
importance on a student's aptitude. Additionally, females nowadays being more
independent causes they more focus on individual aptitude. It's also possible that
the difference in agreement levels could be due to sampling bias or other factors
unrelated to gender. For example, the sample of female QS students may have
included more students with higher academic achievement or more exposure to
education-related issues, which could have influenced their responses. Similarly,
the male QS students may have had different backgrounds or experiences that
affected their views on the importance of a student's aptitude.
 39

Overall, while gender differences in attitudes towards education and

academic performance have been documented in previous research, it's important
to consider multiple factors and potential explanations when interpreting the
results of a study.

4.5 Strategies to improve the active learning

Active learning is a teaching and learning approach that involves students in the
learning process through activities such as group discussions, problem-solving, case
studies, and other interactive activities. The following are some strategies to improve
active learning: First, encourage student participation: encourage students to
participate in class activities by asking open-ended questions, providing
opportunities for group discussions, and creating a safe and inclusive learning
environment. Second, use multimedia resources: use multimedia resources such as
videos, images, and podcasts to engage students and facilitate active learning.
Multimedia resources can help to stimulate interest and enhance student engagement
in the learning process. Third, provide opportunities for reflection: provide
opportunities for students to reflect on their learning experiences. Reflection can help
to deepen students' understanding of the material and encourage them to think
critically about their own learning process. By implementing these strategies,
educators can create an active learning environment that engages and motivates
students, promotes critical thinking and problem-solving skills, and enhances student
learning outcomes.

4.5.1 Friedman Test

According to the Friedman Test, ‘Provide Sufficient Resources’ is the first in the
mean ranking, with a percentage of 4.1500, ‘Lecture's Guidance & Consultant’ is the
second, with a percentage of 3.9125, ‘Group Discussion and Activities’ is the third,
with a percentage of 3.8750, ‘Assignment’ came to the fourth place, with a
percentage of 3.6250, while Gender is the fifth. With a percentage of 1.5125 only.
For the standard deviation, Assignment came first place with a percentage of
0.87692, and Group Discussion & Activities second with a percentage of 0.80150.
While for the lowest percentage for standard deviation is Gender, which only
contributes 0.50300. Besides, for the Asymptotic Significance, which is also known
 40

as p-value, ‘Group Discussion & Activities’ contribute 0.315, ‘Assignment’

contribute 0.071, ‘Lecture's Guidance & Consultant’ contribute 0.654, while
‘Provide Sufficient Resources’ contributed 0 .946. All of the P-value is higher than
0.05, which means that it does not have a significant difference. Hence, the null
hypothesis will not be accepted.

4.5.2 Mann-Whitney U Test

Now, come to the factors of project delay, ‘Mann-Whitney U Test’ are used to get
the result. The most significant difference will be ‘Aptitude’. According to the report,
there are 39 boys and 41 girls, however, boys only achieved 36.31 percent, lower
than the total of them, while girls achieved 44.49 percent, higher than the total of
themselves. Therefore, based on the result, we will now know that girls have the
higher inborn potential to perform certain kinds of activities, whether physical or
mental, and whether developed or undeveloped, while boys have a lower natural
ability to do something. Additionally, ‘Aspiration’, ‘Motivation’, ‘Resources’, and
‘Technology’, achieved the average mean. On top of that, the Asymptotic
Significance for this test is, ‘Aptitude’ with a p-value 0.075, ‘Aspiration’ with a p-
value of 0.884, ‘Motivation’, come with a p-value of 0.726, ‘Resources’ with a p-
value of 0.730, and lastly ‘Technology’, 0.716 p-values. In short, all of the p-values
are higher than 0.05. Hence, there are no significant differences and the null
hypothesis will not be accepted as well.

4.6 Summary
This chapter discusses the statistical analysis of data collected from
respondents on various factors such as gender, aptitude, aspiration, motivation,
resources, and technology to improve active learning. The data was analyzed using
the Friedman Test and the Mann-Whitney U Test.The Friedman Test was used to
rank different factors according to their mean and standard deviation. The Mann-
Whitney U Test was used to compare the factors of project delay, including aptitude,
aspiration, motivation, resources, and technology.
To improve active learning of QS students, this chapter suggests some
strategies such as encouraging student participation, using multimedia resources, and
providing opportunities for reflection. These strategies can help educators create an
active learning environment that engages and motivates students, promotes critical
 41

thinking and problem-solving skills, and enhances student learning outcomes. The
motivation is the most important part to focus to improve QS students active
learning.
In conclusion, the statistical analysis of the data showed that providing
sufficient resources, lecture guidance and consultant, and group discussion and
activities were important factors to improve active learning. Additionally, the results
revealed that girls had a higher inborn potential than boys, and there were no
significant differences among aspiration, motivation, resources, and technology. The
only significant differences is the aptitude, it is many reason that cause this
significant differences. The strategies suggested in the chapter can be useful for
educators to create an active learning environment that fosters student engagement,
critical thinking, and problem-solving skills. It's essential to consider a range of
factors when assessing a student's potential for active learning.
 42

CHAPTER 5
CONCLUSION
5.1 Introduction
Active learning is essential for students who will be doing quantity surveys in the
future career, as was mentioned in the previous chapter, and the research on this
topic has also been covered previously. This chapter served as a summary of all the
important results that were covered in detail in the other chapters and that were based
on the objectives and aims of the study as stated in the research. Besides, the purpose
of the study was to strengthen and advance knowledge on the subject at hand. The
chapter also addressed the limitations of this research and offered suggestions for
future research or directions.

5.2 Overall Chapters Summary

Chapter 1 describes the background of study and problem statement regarding
active learning for Quantity Surveying students. the number of QS graduates is
increasing, and more and more QS graduates are entering the construction industry
for employment. However, the quality and job performance of these QS program
graduates may not be as good as employers expect. Therefore, there is a need to
conduct a study on regarding active learning for Quantity Surveying students. This
chapter has established the aim and objectives of the research study. The research
approaches used to gather data and information for the study by utilizing both
qualitative and quantitative methodologies. The study will concentrate its
investigation on quantity surveying students. Objective 1 is to determine the
relationship between active learning with academic performance. Objective 2 is 2. To
propose the solutions to improve the active learning among quantity surveying
students. On the other hand, the research scope was focused on Quantity Surveying
students.
Following this introduction, Chapter 2 describes the literature review of the
study which provides an overview of research on active learning among Quantity
Surveying. . Quantity surveyors have substantial knowledge of infrastructure cost
fundamentals. However, such qualifications are unnecessary. A recent study
demonstrates that quantity surveyors have expanded the type and extent of services
they provide. Hence, this study is focused on active learning among Quantity.As a
professional Quantity Surveyor, the individual must have a systematic way of
 43

thinking, adequate understanding of construction, practical problem-solving skills,

superior financials and calculation supervision ability, outstanding communication
and negotiating skills with the client, the capability to adapt to detailed information,
computer cultivated and a clear understanding in of building rules and regulations
and legal requirements.
The research technique, which is the quantitative research approach used for this
study, is presented in Chapter 3. Utilising a questionnaire and an online survey,
quantitative research methodology was used to gain feedback from the intended
respondents. Data in the form of frequency percentages are analysed using frequency
distribution analysis and displayed in tables and charts. The mean rating for the
challenges and tactics is calculated using the mean analysis, a measure of central
tendency. 85 sets of questionnaires were delivered to the. Eighty sets of
questionnaires were given in return. Additionally, techniques for data analysis
including the Frequency Distribution Analysis and Cronbach's Alpha reliability test
were suggested in this chapter. The reliability of the multiple-question surveys using
the Likert scale is examined using Cronbach's Alpha. The data in the form of
frequency percentages are analysed by using frequency distribution analysis, which
displays the results in tables and charts.
Chapter 4 then presents the findings and analyses based on the data acquired via
a questionnaire and an online survey. The results were analysed using the methods
described in Chapter 3 and then displayed in charts and tables. This chapter discusses
the statistical analysis of information gathered from respondents on a range of
factors, including gender, aptitude, aspiration, motivation, resources, and technology
in order to improve active learning. The Friedman Test and the Mann-Whitney U
Test were two additional tests recommended in this chapter. The Friedman test is
used to examine group differences when the dependent variable being measured is
ordinal, whereas the Mann-Whitney U test is used to compare differences between
two independent groups where the dependent variable is either ordinal or continuous
but not normally distributed.
Finally, Chapter 5 outlines the research's findings that have accomplished the
study's goals. To enable future development on the study topics, suggestions based
on the perspective of the Quantity Surveying students were highlighted. The study's
shortcomings were highlighted, and suggestions for additional research were made.
 44

5.2.1 Objectives 1: To investigate factors affecting active learning for Quantity

Students
By assessing the relative importance of the four primary characteristics identified
through the research, the first goal is accomplished. The four primary factors—
aptitude, aspirations, motivation, and resources—had been determined from the
literature review by looking at previous research. Based on the findings of the
investigation, Cronbach's Alpha value of 0.753 was determined to have good internal
consistency and reliability. Based on the degree of agreement, the Quantity
Surveying students are filling it out. Table 4.4.3 lists the one aspect, ranked by
quantity surveying student, that has an impact on active learning for quantity
students.

Table 4.4.3, 1 factor affecting active learning for Quantity Students

Ranking Factor
1 aptitude

Additionally, to ascertain whether there is a statistically significant difference in

the degree of agreement of factors affecting active learning between male and female
QS students, the Mann-Whitney U test is used. According to the Mann-Whitney U
test, there is only one component that differs significantly between male and female
QS students, and that factor is F4 (aptitude).

5.2.2 Objectives 2: To propose the solutions to improve the active learning

among quantity surveying students.
By using mean analysis to assess the four solutions' relative rankings, the second
goal is accomplished. The literature analysis revealed six key tactics, including group
activities and discussions, assignments, the lecturer's direction, consultants, and the
provision of enough resources. The Cronbach's Alpha score of 0.776 was deemed to
have good internal consistency and reliability based on the results of the analysis.
 45

Table 4.4.3,1 Strategy to improve the active learning

Ranking strategies

1 assignment

In order to ascertain whether there is a significant difference between the

several groups of Quantity surveying students, the Mann-Whitney U test is also
utilised. The Mann-Whitney U test shows that there is no statistically significant
difference in technique between students studying quantity surveying.

5.3 Contribution of Study

We have been exploring the topic of active learning in this research. The factors,
strategies, barriers, contributing variables, advantages, and disadvantages of active
learning for quantity surveying students, among other things. The research of this
study helps quantity surveying students grasp successful learning more fully.
Additionally, it has a significant meaning for the individuals or respondents who are
quantity surveying students. Due to the results may be used as a guide, this also
means a more thorough knowledge of successful learning.
Besides that, the results of this study's data may also be used by quantity surveying
students to gain a better understanding of the advantages and drawbacks of
successful learning for their field. More possible issues can be found by doing this
with practice. Naturally, how they learn and where they start off determines this.
Furthermore, studies have further demonstrated that active learning may significantly
raise student success. Effective active learning releases unforeseen surprises, such as
greater critical thinking abilities, increased retention and transfer of new material,
higher motivation, improved interpersonal skills, and a decreased likelihood of
course failure. This alone makes the case quite persuasive.
Finally, this research has shown that engaging active learning settings may help
quantity surveying students pay more attention and focus. The ability to think
critically at a higher level inspires students to engage in more meaningful learning
experiences, promotes improved student achievement, and supports their
 46

development. On the other hand, a good learning environment is produced, for

instance, when you emphasized students’ participation in the learning process as well
as building rapport and trust with your students. Therefore, students can play at a
higher learning level in this conducive learning environment.

5.4 Limitation of the Study

The response rate is one of the research's drawbacks. Due to the time constraints, the
data collecting for this study took place over a period of around two weeks, and the
number of replies fell short of the 85 responses that we had hoped to receive. We
have only received 80 responses. The reason of obtaining insufficient responses is
the distribution of the survey form is not wide enough and also the respondent must
be UTAR quantity surveying students only so the range is quite small. This problem
might be able to be solved by presenting the survey form to quantity surveying
students in class. This may increase the number of respondent and reduce the time
taken to achieve sufficient number of respondents.
Other than that, data collection by using the questionnaire method through survey
form cannot ensure that who are the respondent that answering the questions. It may
be other students who study different course which is not quantity surveying.

5.5 Recommendations for Future Studies

There are some recommendations that suggested to solve the limitations. Duration
for this research shall be lengthened to obtained sufficient number of respondents
and also more data information. The more the data collected, the more accurate the
result obtained.
To receive more data and more respondents, the research may expand the area of
getting respondents such as whole Selangor or West Malaysia rather than focusing in
UTAR students only. This research may open to all quantity surveying students from
other universities rather than UTAR quantity surveying students only. This could
also reduce the time taken to achieve the targeted number of respondents.
For future research, similar research can be conducted on quantity surveying
students. For respondents, students that study quantity surveying from different
universities can be focused to have different perspectives.
 47

5.6 Conclusion
Briefly, all the finding has been coming to the end in this chapter. The research
commitment is recognised in this research. Besides that, we used questionnaire
method to get primary data for our study from the population fixed by us. We also
explained on the sampling information used throughout our study. Moreover, to raise
the calibre of upcoming research, suggestions for further study have been made.
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 APPENDICES

APPENDIX A: Graphs

The graph should be center-aligned and 1.5 lines should separate it from the
subheading. The top of a graph that is displayed in landscape style should be bound
with the spine. With regard to the appendix, each graph needs to have a unique
number. As an illustration, GraphA-1 is the first graph in Appendix A. Every graph
must include a caption, which should be put in Title Case at the bottom of the graph.
The caption should be center-aligned if it is written on a single line. The caption
should be aligned to the left if it spans more than one line. The graphs are separated
by 1.5 lines.
 APPENDIX B: Tables

There should be 1.5 lines between the table and the subheading, and it should be
centred. A landscape-format table should be bound such that the top of the table
touches the spine. Every table needs to have a number that corresponds to the
appendix. As an illustration, TableB-1 is the first table in Appendix B. All tables
must have a caption, which should be written in Title Case and placed at the top of
the table. The caption should be center-aligned if it is written on a single line. The
caption should be aligned to the left if it spans more than one line. The tables are
separated by 1.5 lines.