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Table 1. Example of lesson plan, activities and anticipated learning for cognitive, affective and psychomotor domains of learning (Biggs 1999; Reece and Walker 2003)

Table 1 Example of lesson plan, activities and anticipated learning for cognitive, affective and psychomotor domains of learning (Biggs 1999; Reece and Walker 2003)

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Figure 1. Confidence levels for scholarly activities
Figure 1. Confidence levels for scholarly activities
The generic objective of each lesson was to communicate theory reinforced by practical applications. The classes were delivered in the described manner based on the premise that construction contracts will be taught more efficiently by building on previous experiential knowledge — the constructivist school of thought. This concept rests on the notion of continuous building and amending of previous structures, or schemata, as new experience, actions and knowledge are assimilated and accommodated. Constructivism suggests that people learn by fitting new understanding and knowledge into old understanding and knowledge, extending and supplanting it (Fry et a/. 1999 p22). It was therefore anticipated that by building on existing knowledge and experiences rather than independently introducing new concepts, students would develop a deeper understanding of construction procurement and contracts.
The generic objective of each lesson was to communicate theory reinforced by practical applications. The classes were delivered in the described manner based on the premise that construction contracts will be taught more efficiently by building on previous experiential knowledge — the constructivist school of thought. This concept rests on the notion of continuous building and amending of previous structures, or schemata, as new experience, actions and knowledge are assimilated and accommodated. Constructivism suggests that people learn by fitting new understanding and knowledge into old understanding and knowledge, extending and supplanting it (Fry et a/. 1999 p22). It was therefore anticipated that by building on existing knowledge and experiences rather than independently introducing new concepts, students would develop a deeper understanding of construction procurement and contracts.
Figure 2. Students’ grades in percentage based on the University’s Integrated Grading Scale* The assessment also helped to identify certain trends. For example, the grad distribution in Figure 2 showed that majority of the Foundation Degree students scored between B+ and C- and no student had grades below D+. The grade distribution for Undergraduate students showed more statistical dispersion with approximately a quarter of the grades below C-. This is perhaps attributable to the fact that most Foundation Degree students had some practical construction knowledge, which was translated for their part- time study. Effort was then made during the rest of the term to address this trend. This assumption also reinforces the notion that construction contract is best taught and understood if underlined or reinforced by practical experiences or applications e.g. ongoing or retrospective case studies, scenarios, Case Law. Preliminary outcomes from the mock exam — another feedback tool - show a positive indication that engaging students can demonstrate independent thinking and that some learning had taken place.
Figure 2. Students’ grades in percentage based on the University’s Integrated Grading Scale* The assessment also helped to identify certain trends. For example, the grad distribution in Figure 2 showed that majority of the Foundation Degree students scored between B+ and C- and no student had grades below D+. The grade distribution for Undergraduate students showed more statistical dispersion with approximately a quarter of the grades below C-. This is perhaps attributable to the fact that most Foundation Degree students had some practical construction knowledge, which was translated for their part- time study. Effort was then made during the rest of the term to address this trend. This assumption also reinforces the notion that construction contract is best taught and understood if underlined or reinforced by practical experiences or applications e.g. ongoing or retrospective case studies, scenarios, Case Law. Preliminary outcomes from the mock exam — another feedback tool - show a positive indication that engaging students can demonstrate independent thinking and that some learning had taken place.
Figure 3. Age range of responding students
Figure 3. Age range of responding students
As reported, it was also found that the most effective strategy for teaching construction contracts was one that supports a substantial amount of feedback and dialogue between teacher and student. In Figure 7, the dotted
As reported, it was also found that the most effective strategy for teaching construction contracts was one that supports a substantial amount of feedback and dialogue between teacher and student. In Figure 7, the dotted
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