Conference Proceedings

QUT Research Week 2005Conference ProceedingsEdited by A. C. Sidwell4󰀰5 July 2005, Brisbane, AustraliaA COLLABORATION OF:COBRAthe Construction Research Conference of the RICSFoundationAUBEAthe Australasian Universities' Building EducatorsAssociation Conference3rd CIB Student Chapters International SymposiumCIB WBuilding Education and ResearchCIB TG53Postgraduate Research Training in Building andConstructionAustralasianUniversities󰀨BuildingEducatorsAssociationThe Queensland University of Technology Research Week International Conference

4-8 July 2005 Brisbane, Australia

Conference Proceedings

Editor: A. C. Sidwell

July 2005

Published by:

Queensland University of Technology Australia

ISBN 1-74107-101-1

INNOVATIVE TEACHING TECHNIQUES IN QUANTITY SURVEYING TRAINING AND EDUCATION: MEASUREMENT STUDIO FOR BUILDING QUANTITIES

Sharina Farihah Hasan1 and Khairuddin Abdul Rashid2

Department of Quantity Surveying, Kulliyyah of Architecture and Environmental Design, International

Islamic University Malaysia, Jalan Gombak, 53100 Kuala Lumpur, Malaysia

The paper describes the teaching of Building Quantities courses for the Bachelor of Quantity Surveying programme at the International Islamic University Malaysia (IIUM). The delivery of the courses is through a non-conventional and fully integrated 5 dimensional studio approach that combines (i) theory, (ii) skills, (iii) practice, (iv) ICT and (v) assessment. Aspects including steps taken in designing and in delivering the courses and constraints encountered are highlighted. The methodology adopted for the empirical study is questionnaire survey. The paper concludes by summarizing the skills, knowledge and experience gained by the students and academics. The teaching technique described in this paper provides valuable lessons for training providers of Quantity Surveyors in Malaysia and elsewhere.

Keywords: construction, innovation, measurement, quantity surveying, training.

CONTEXT AND THE PROBLEM STATEMENT

In almost all construction contracts in Malaysia Bills of Quantities form the basis in arriving at a tender price, contract sum and eventually the final cost of the contract. Consequently building quantities or measurement of construction works feature prominently in all undergraduate quantity surveying programmes in Malaysia (Abdul Rashid, 2002a; Abdul Rashid, 2002b).

In the case of the Bachelor of Quantity Surveying with Honours (B.QS Honours) programme at the International Islamic University Malaysia (IIUM) building quantities or measurement of construction works are among the core courses of the programme3 4. The four year programme, first offered in July 2000, comprises 54 courses that amount to 153 credit hours. Measurement of construction works constitutes 7 courses or 28 credit hours. Essentially, the courses focus on teaching students the knowledge and skills of ‘taking-off’ quantities from drawings and specifications and preparation and presentation of bills of quantities.

1

sfarihah@iiu.edu.my 2

khairuddin@iiu.edu.my 3

The programme is offered by the Department of Quantity Surveying, Kulliyyah (Faculty) of Architecture and Environmental Design (KAED). 4

For a brief introduction to the Department of Quantity Surveying, KAED, IIUM see Abdul Rashid, 2003, p63-82.

Hasan and Abdul Rashid

At IIUM and up to the year 2002 the key method of delivery of the measurement of construction works courses i.e. the lectures, tutorials and measurement exercises were conducted in a typical built environment studies’ studio style and combines the manual approach of ‘taking-off’ quantities and ‘taking-off’ quantities using computers including using specialized software packages. The courses were delivered through the so called ‘conventional approach’ where on a weekly basis for the entire semester students were given 2 hours of lectures and tutorials, 2 hours of manual ‘taking-off’ exercises and 2 hours of ‘taking-off’ exercises using computers5.

Senior academics within the Department of Quantity Surveying soon realized that the ‘conventional approach’ used in teaching the measurement of construction works courses failed to impart the key knowledge and skills in ‘taking-off’ quantities; in particular students were experiencing difficulties in understanding aspects on construction technology, the concepts of measurement, and the skills required in taking-off quantities6. Puzzling as it may appear to be, random checks made on the students’ examination results indicates that there were no significant drawbacks on the marks attained by the students.

Nonetheless, further observations on the teaching methods used and the delivery approach adopted were carried out by the second author. The outcome indicated that the key flaw appeared to be in the delivery approach used – there is fragmentation in the way in which students were taught construction technology, measurement principles and measurement exercises. In addition, there is little coordination in the drawings used for measurement lectures, exercises and course-works. As a consequent, alternative approaches in the delivery of the measurement of construction works courses were considered.

In July 2002 the second author of this paper submitted a proposal on an alternative approach in the delivery of measurement of construction works courses. Briefly, the alternative approach attempts to integrate the various elements of the teaching methods and the delivery aspects of the courses namely the (i) theory, (ii) practice, (iii) skills, (iv) ICT, and assessment of the students’ understanding of the knowledge and skills in ‘taking-off’ (to be elaborated hereinafter). Between July 2002 and May 2003 a series of meetings were held to deliberate on the proposal. A consensus was reached and a new approach in the delivery of measurement of construction works courses were prepared, submitted and endorsed by the faculty. The new approach – commonly referred by the academics of the department as the ‘non-conventional and fully integrated 5 dimensional studio’ for measurement courses was set to be offered to students commencing from July 2003.

This paper has two key objectives i.e. to report (i) on the design and in the delivery of the ‘non-conventional and fully integrated 5 dimensional studio for measurement courses’ for the B.QS Honours programme at IIUM, and (ii) on the outcome of a simple questionnaire survey aimed at assessing the impact of the new approach in the delivery of measurement of construction works courses to students.

5

A semester comprises of 14 teaching weeks. There are 3 semesters in an academic year. The delivery of the courses is based on the B.QS Honours detailed outlines of courses that are approved by the University’s Senate (see Department of Quantity Surveying, 2002). 6

Cursory observations made by the second author and feedbacks given by the students to the second author in his capacity as the Head of Department of Quantity Surveying at that time.

Innovative Teaching Techniques In Quantity Surveying Training And Education: Measurement studio

For Building Quantities

MEASUREMENT COURSES AT IIUM – AN OVERVIEW

The measurement of construction works courses under the B.QS Honours at IIUM focus on teaching students the knowledge – construction technology, principles of measuring quantities and mathematics – and the skills – ‘taking-off’ quantities – for building and civil engineering works. The key objectives of the courses are (Department of Quantity Surveying IIUM, 2002):

1. To train students on the communication functions of drawings and specifications; 2. To introduce students on the theoretical aspects of measurement of construction works; 3. To develop students’ skills on measurement, writing descriptions and specifications, and preparing bills of quantities for building and civil engineering works; and 4. To train students to use computer including using specialized software packages in the preparation of bills of quantities All together there are 7 measurement of construction works courses under the B.QS Honours programme (for details see Abdul Rashid, 2003). The depth and breadth of the courses commensurate with the levels of studies – the depth and breadth increase as the levels of studies progress (for the detailed outline of the courses see Table 1). Each measurement of construction works course carries 4 credit hours. The 4 credit hours is translated into 6 contact hours per week comprising of 2 hours lecture on the principles of measurement, 2 hours tutorial on ‘taking-off’ quantities manually and 2 hours ‘taking-off’ quantities using computers. As the level of studies progresses, the 2 hours tutorial on ‘taking-off’’ quantities manually is gradually reduced and the time allocated to ‘taking-off’ quantities using computers is gradually increased.

The Malaysian Standard Methods of Measurement of Building Works (2nd Edition) or SMM2 (The Institution of Surveyors Malaysia, 2000) and the Malaysian Standard Methods of Measurement for Civil Engineering Works or CESMM (CIDB, 2003) are the key references used for the measurement of building works and civil engineering works, respectively.

The measurement of construction works courses are delivered through the typical built environment studies’ studio style i.e. all lectures, tutorials and measurement exercises including using computers are carried out in studio environment. A staff-student ratio of 1:15 is used. In addition, there were site visits to on-going building or civil engineering projects to complement knowledge and skills gained from the lectures and tutorials.

The method of assessing students’ performance combines continuous assessment (40%) and end of semester examination (60%). The continuous assessment (through tutorial exercises and formal course-works) comprises: 1. Manual ‘taking-off’ quantities; 2. ‘Taking-off’ using computer; 3. Specification writing; and

4. End of semester portfolio reviews (on construction technology, measurement

and Bills of Quantities).

Table 1: The course outlines for measurement of construction works courses

LEVEL

SEMESTER COURSE TITLE

Year 1 Year 2 Year 3 Year 4

1 2 1 2 1 2 1 2

Principles of Principles of Principles of Principles of Principles of Principles of Principles of Measurement of Measurement of Measurement of Measurement of Measurement of Measurement of Measurement of Building Works 1 Building Works 2 Reinforced Concrete Building Services and Advanced Building Civil Engineering Advanced Civil

and Structural Steel External Works Works and Services Works Engineering Works Works I

N AQS 4102 AQS 1100 AQS 1200 AQS 2100 AQS 2200 AQS 3100 AQS 4202 D

U AQS 3100 None AQS 1100 AQS 1200 AQS 2100 AQS 2200 AQS 4102 S

T - General principles - Bridges - Reinforced - Introduction to - Timber floors, - Vibrated reinforced - Earthworks

R - Tunnels - Roadwork, car park concrete structure concrete works principles of walls and of CESMM I - Earthworks - Airports & footpath for multi-storey measurement partitions (including

A - Fencing & gates buildings - Islamic ethics - Doors formwork and - Roads & car parks - Sea and land L - Drainage works ports - Surface & storm - Basements - Preliminaries - Windows reinforcement):

- Sewerage systems - Power water drainage - Underpinning - Site clearance - Internal and a. Work below

T - Water supply generation - Water reticulation - Complex roof - Excavation and External Finishes lowest floor

R systems systems around buildings trusses mass concrete finish a. Floor

A - Earth retaining - Dams - Sewerage - Cladding systems foundations b. Frame b. Wall I structures - Telecoms - Landscaping works - Pre-cast concrete - Brickworks

c. Floor and roof c. Ceiling N - Sport facilities - Oil and gas - Sport facilities structures - Ground floor

slabs - Plumbing: I - Site visit facilities - Prime Costs & - Electrical slabs

d. Staircases N - Rail tracks provisional sums Installations - Timber roofs a. Water supply

- Piling works: G - Site visit - Site visit - Telecommunication - Site visit b. Soil and waste

a. Timber piles systems

c. Sanitary - Horizontal and b. Reinforced appliances vertical concrete piles - Site visit transportation c. Steel Piles

systems and refuse - Structural

disposals Steelworks

- Fire protection - Demolition and

systems Alteration works

- Air-conditioning - Site visit

and ventilation systems

- Built in fittings and equipments - Site visit

SMM2 SMM2 SMM2 SMM2 SMM2 CESMM CESMM

COURSE

CODE

PREREQUISITE COURSE SYNOPSIS

MAIN REF.

Students must score a minimum overall mark of 50 (Grade C) in order to progress to the next level of studies.

THE INTEGRATED APPROACH IN TEACHING

MEASUREMENT

A new approach commonly referred to as the ‘non-conventional and fully integrated 5 dimensional studio’ for measurement courses was first offered to students in July 2003. Basically, there is no change to the course outlines (Table 1) and in the components and methods used in the assessment of students’ performance.

The new approach focuses on the delivery aspects of the measurement of construction works courses. In particular the integration of the 5 elements of theories and practice in measurement of construction works namely (i) theories in construction technology, principles of measurement and mathematics, (ii) skills in ‘taking-off’ quantities, (iii) practice in preparing and presenting bills of quantities, (iv) the application of ICT, and (v) assessment of the students’ output. It was designed with the key objective of minimizing fragmentation i.e. the flaw found under the ‘conventional approach’ in teaching measurement of construction works as mentioned hereinbefore. A brief account on the delivery of the ‘non-conventional and fully integrated 5 dimensional studio for measurement courses’ is provided hereinafter. Table 2 summarizes the key aspects of the ‘conventional approach’ and the ‘non-conventional approach’ used in delivering measurement of construction works courses at IIUM.

Table 2 : Summary of the key aspects of the ‘conventional approach’ and the ‘non-conventional approach’ in delivering measurement of construction works courses

Items Conventional Non-conventional 1. Theory • 2 Hours lectures every week of the • 6 Hours lectures during the first 4

semester weeks of the semester • Site visit (no specific week • Structured site visit in week 5

allocated)

2. Skills • Drawings for measurement exercises • Full set of drawings (highly

were given to students on a ‘piece-structure and coordinated with the

meal’ and at the end of each lecture elements being taught in the

lectures) for the semester were given to students during the first week of the course

3. Practice • Every week after each lecture • Measurement exercise starts from

students will do 2 hours of week 6 until week 13 supervised by measurement exercises supervised tutors (1:15 staff student ratio). by tutors (1:15 staff student ratio) There will be 4 hours of

measurement exercises / week

4. ICT • 2 hours of ‘taking-off’ using • ‘Taking-off’ using computer

computer per week commencing from week 6

(minimum of 2 hours/week)

5. Assessment • Lecturer and tutor monitor during • Lecturer and tutor monitor during

measurement exercises measurement exercises • Course works • Course works • Portfolio review • Portfolio review • Examination • Examination

Hasan and Abdul Rashid

The ‘non-conventional and fully integrated 5 dimensional studio’ for measurement courses retains the traditional lectures, but instead of delivering the 2 hours per week lectures as in the ‘conventional approach’, all lectures addressing the theoretical aspects of the elements of the building or civil engineering facility to be taught for that particular semester (see course outlines Table 1) – construction technology, measurement principles and mathematics – are delivered within the first four weeks of the semester.

In addition, a full set of drawings detailing all elements of a building or civil engineering facility to be taught in that semester is given to each student during week 1. They are required to study the drawings in detail. The same set of drawings will be referred to during the lectures, and used in the tutorials and measurement exercises to be carried out during week 6 to 13 and for the portfolio review submission at the end of the semester (week 14).

During week 5 the students are taken to a study visit. The aim of the study visit is to assist the students in understanding further the theoretical aspects of the elements to be measured and the drawings given. Where possible, the site to be visited is the project whereby the full set of drawings was given to the students earlier on. Through these efforts, the department hopes that the students will be able to have a good grasp of the theoretical aspects of the subject matter prior to starting the measurement exercises.

The actual measurement exercises – uninterrupted manual ‘taking-off’ and ‘taking-off’ using computers starts from week 6 until week 13. The fully integrated, highly structured and closely co-ordinated – full information on the theoretical aspects of construction technology and measurement principles, the site visit, the complete set of drawings – and relatively uninterrupted measurement exercises are closely supervised by a team of academics on a 1:15 staff student ratio.

Continuous assessment on the students’ performance is made through detailed and in-depth discussions during the tutorials, grading of ‘taking-off’ assignments and formal course-works, and finally through the portfolio review presentations during week 14. During the portfolio review (typically a 2 days affair), the students were required to make a formal presentation of their works – construction technology, measurement outputs, bills of quantities – to a panel of internal and external assessors. At the end of their presentations a detailed question and answer session were held where students were encouraged to voice their concerns and suggestions. In addition, the panel of assessors will highlight the students’ performance; in particular their key areas of achievements and shortcomings.

Figure 1 : Students’ presentation during portfolio review (March 2005)

Innovative Teaching Techniques In Quantity Surveying Training And Education: Measurement studio

For Building Quantities

ASSESSING THE EFFECTIVENESS OF THE NON-CONVENTIONAL APPROACH IN TEACHING MEASUREMENT COURSES

Since the introduction of the ‘non-conventional and fully integrated 5 dimensional studio’ for measurement courses in July 2003, there is no study conducted to assess the impacts it has (if any) to the students. Consequently, the second author decides that a brief and simple study to be carried out.

The key objective of the study is to assess the skills, knowledge and experience gained by students after going through the ‘non-conventional approach’ of learning measurement of construction works courses. Should the outcome of the simple study indicates enrichment in their skills, knowledge and experience in the key aspects of measurement of construction works – theory, ski and practice and experience – then it can be concluded that the ‘non-conventional approach’ in the delivery of measurement of construction work courses has achieved its objective in terms of minimizing fragmentation i.e. the key flaw found under the ‘conventional approach’ in teaching measurement of construction works as mentioned hereinbefore.

The study is carried out by way of a questionnaire survey among students that have gone through measurement of construction works courses both the ‘conventional approach’ and the ‘non-conventional approach’. It is contended that, having gone through both approaches, these students will be in a much better position to express their views on the impact of the ‘non-conventional approach’ on the basis of their own experience rather than mere speculation.

The following 3 aspects were the focus of the questionnaire design i.e.

1. Theory - understanding construction technology, principles of measurement and mathematics; 2. Skills and practice - ability to apply the knowledge on the theories mentioned

in 1 above in ‘taking-off’ quantities (manually and using computer) and in preparing descriptions of the items measured; and; 3. Experience – the students’ preferred delivery approach assessed on the basis of

their own experience after going through both delivery approaches. The students were asked to express their views on a simple numerical label of 1, 2, and 3. For the questions on the ‘conventional approach’ 1 represents do not understand / unable to apply the knowledge for ‘taking-off’ / do not like the experience; 2 represents undecided; and 3 represents able to understand / able to apply the knowledge for ‘taking-off’ / enjoys the experience. For the questions on the ‘non-conventional approach’ 1 represents failed to enhance understanding / failed to enhance knowledge for ‘taking-off’ / do not like the experience; 2 represents undecided; and 3 represents enhance understanding / enhance ability to apply the knowledge for ‘taking-off’ / enjoys the experience.

Based on record on students’ enrolment available at KAED, a total of 63 students were found to have gone through both approaches in the teaching and learning of measurement of construction works courses, i.e. 23 of the students were in their 4th year and 40 were in their 3rd year of studies. The 4th year students have gone through two years of studying measurement courses through the ‘conventional approach’ and two years of the ‘non-conventional approach’ (intake batch 2001). The 3rd year

Hasan and Abdul Rashid

students have the gone through one year of the ‘conventional approach’ and two years of the ‘non-conventional approach’ (intake batch 2002).

From the 63 students that are considered as suitable respondents for the study the first author was able to contact only 20 students (the time of the survey coincides with the end of academic year holiday) and these students were given a set of questionnaire each. They were allowed to submit the completed questionnaire within a week. At the end of the week when the survey was closed only 16 students (80%) provided their responses.

RESULTS

The results of the survey are tabulated in table 3. Briefly, 38% of the students indicated that they were able to understand the theories of measurement of construction works during the ‘conventional approach’ but 56% of the students indicated that the ‘non-conventional approach’ help them to enhance their understanding on the theories of measurement of construction works.

On the skills and practice in measurement, 31% of the students indicated that they are able to apply the theories and principles of measurement in ‘taking-off’ during the ‘conventional approach’ but 50% of the students indicated that they are able to apply the theories and principles of measurement in ‘taking-off’ during the ‘non-conventional approach’.

On the students’ experience of going through both the ‘conventional approach’ and the ‘non-conventional approach’ of measurement courses the results suggest that more students (63%) enjoyed the ‘non-conventional approach’ as compared to the ‘conventional approach’ (56%).

Table 3 : Survey Results

Delivery Approach Conventional Non-conventional No Total* Aspects assessed 1 2 3 Total 1 2 3 respo

nd

1. Understanding 0% 63% 38% 100% 0% 38% 56% 6% 100%

the theories of (0) (10) (6) (16) (0) (6) (9) (1) (16) measurement 2. Skills in 13% 56% 31% 100% 6% 38% 50% 6% 100%

measurement (2) (9) (5) (16) (1) (6) (8) (1) (16)

3. Experience 13% 31% 56% 100% 0% 31% 63% 6% 100%

(2) (5) (9) (16) (0) (5) (10) (1) (16)

1 - do not understand/unable to apply the 1 - failed to enhance understanding/ failed to knowledge for ‘taking-off’/do not like the enhance knowledge for ‘taking-off’/do not like experience; the experience 2 - undecided; 2 - undecided 3 - able to understand/able to apply the 3 - enhance understanding/enhance ability to knowledge for ‘taking-off’/enjoys the apply the knowledge for ‘taking-off’/enjoys experience. the experience.

* The total return for the ‘non-conventional approach’ is 15, 1 respondent failed to complete the section for the ‘non-conventional’ approach.

Innovative Teaching Techniques In Quantity Surveying Training And Education: Measurement studio

For Building Quantities

CONCLUSIONS

The results of the simple survey suggested that more students experienced improvement in the key aspects of measurement of construction works – theory, skills and practice and experience – after they have undergone the ‘non-conventional and fully integrated 5 dimensional studio’ as opposed to the ‘conventional approach’ in teaching and learning measurement of construction works courses.

In addition, cursory observations made by the authors on the measurement course-works submitted by the affected students indicated that there were higher level of accuracy in the quantities and in the descriptions of the items measured during the ‘non-conventional and fully integrated 5 dimensional studio’ as opposed to during the ‘conventional approach’ in teaching and learning measurement of construction works courses.

Furthermore, the survey results suggested that between the ‘conventional approach’ and the ‘non-conventional and fully integrated 5 dimensional studio’ for measurement of construction works courses, more students prefer the latter approach. The authors conclude that:

1. The ‘non-conventional and fully integrated 5 dimensional studio’ for

measurement of construction works courses has achieved its objective in terms of minimizing fragmentation i.e. the flaw found under the ‘conventional approach’ in teaching measurement of construction works and in enhancing students’ knowledge and skills in the measurement of construction works courses; and therefore 2. The ‘non-conventional and fully integrated 5 dimensional studio’ for measurement of construction works courses in their current forms should be continued unless and until aspects that may negate the effectiveness of the delivery approach are discovered. However, the authors consider it pertinent to highlight some of the constraints experienced by the academics involved with the delivery of the ‘non-conventional and fully integrated 5 dimensional studio’ for measurement of construction works courses. Topping the list is the difficulties associated with securing complete sets of drawings to be used for the courses – timeliness in getting the drawings, quality and costs of the drawings, printing charges, and the difficulties in securing copyrights and release of drawings from copyright owners. In addition, some of the academics involved with the courses expressed concern that the delivery approach of the ‘non-conventional and fully integrated 5 dimensional studio’ for measurement of construction works courses would cause fatigue among the students (and lecturers too) due to the long lecture hours / week during the first four weeks of the semester and the long tutorials and measurement exercises / week from week 6 to week 13. In efforts to alleviate these fears the departments advices staff involved with the delivery of the courses to include short breaks during the lectures, and to include aspects of innovative teaching and learning methods such as simple quizzes, higher usage of ICT and the use of models (2 and 3 Ds) to enhance understanding of the elements or subjects being taught. The study is not without its limitations, in particular the methodology used for the study – the tool and the number of respondents is small – is acknowledged to be relatively crude. As a consequent the findings of the study should be evaluated in the light of the said limitations.

Hasan and Abdul Rashid

ACKNOWLEDGEMENTS

The authors thank the following for their assistance during the course of conducting the study:

1. Staff and students of the Department of Quantity Surveying, KAED, IIUM; and 2. The Research Centre, IIUM.

REFERENCES

Abdul Rashid (2003) Quantity Surveying Program at the International Islamic University

Malaysia: A New Kid on the Block. In: Abdul Rashid, (ed.) Quantity Surveying A New Paradigm. Kuala Lumpur: Prentice Hall. Abdul Rashid, K., (2002a) A Study on the Curricula for the Bachelor of Quantity Surveying

Courses in Malaysia. The Malaysian Surveyor, 37.3, 3rd Quarter 2002, The Institution of Surveyors Malaysia, p22-27 Abdul Rashid, K., (2002b) An Analysis of the Core Courses and Supporting Courses for the

Undergraduate Courses in Quantity Surveying in Malaysia. The Malaysian Surveyor, 37.3, 3rd Quarter 2002, Institution of Surveyors Malaysia, p17-20 Abdul Rashid, K., and Hasan, S.F., (2002) A Study on the Curricula for the Bachelor of

Quantity Surveying Programs in Public Universities in Malaysia. Paper accepted for the Australasian Universities Building Educators Association (AUBEA) 27th Annual Conference, Massey University of Wellington, New Zealand, 10th -12th July 2002. Abdullah, A., and Abdul Rashid, K., (2004) Measurement of Building Works Based on SMM

2. Kuala Lumpur: Prentice Hall. Construction Industry Development Board Malaysia (2003) Malaysian Standard Method of

Measurement for Civil Engineering Works. Kuala Lumpur, Malaysia: Construction Industry Development Board Malaysia. Department of Quantity Surveying, IIUM, (2002) Programme Structure and Course Outlines

Bachelor of Quantity Surveying (Honours).Unpublished, IIUM. The Institution of Surveyors, Malaysia (2000) Malaysian Standard Method of Measurement of

Building Works (2nd Edition). Petaling Jaya, Malaysia: The Institution of Surveyors, Malaysia.