This study had an objective of assessing the knowledge content of undergraduate Civil Engineering learners in Concrete Technology course, serving as a prerequisite for learning Advanced Concrete Technology elective course in their subsequent semester. A Google form survey consisting of 15 multiple choice questions (MCQs) was designed, catering to the six levels of Bloom's Taxonomy, from basic remembering to higher-order cognitive skills. The questions were posed to assess learners' knowhow about the vital concepts in concrete technology, including material properties, mix design and application techniques. 36 learners responded to the survey questionnaire. The outcome of this exercise provided insights into learners' proficiency and areas of improvement, offering a benchmark for curriculum development. The study highlights a need of prior knowledge in basic course for the fruitful progression to advanced concepts. Data analysis showed varying levels of competence, with few learners demonstrating sound basic concepts, while majority exhibited gaps in critical areas. This survey acts as an important tool for the teacher to gauge preparedness and tailor instructional approach while dealing with Advanced Concrete Technology. The findings underscored a need of engaging lectures to brush up the basics before inculcating the advanced course.
S. Patil Dada (Wed,) studied this question.
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