| Summary: | Hands-on workshop course is an important component of electrical engineering and electrical engineering technology education in developing the students' psychomotor skills. It is therefore, very crucial for the engineering course to be properly designed with proper learning outcomes and with appropriate teaching and assessment strategies. The research presents a framework in implementing an Electrical Installation Workshop course by applying a psychomotor domain model for the diploma level course at Universiti Teknologi Malaysia. In this research, the learning outcomes applied in producing the framework was referred to the National Skills Standard as a benchmark. A qualitative method was employed in this research whereby, it included exploring and investigating the implementation of the course in Universiti Teknologi Malaysia as well as in other higher education providers (HEPs) in collecting the intended data. The data were collected through documents, interviews, and observations of the students' works. The data obtained were then analyzed by comparing it with the National Standard and with thirteen other HEPs data. Psychomotor domain models were also compared to the data found in this research especially to the implementation of this course at thirteen other HEPs. The findings showed that there were significant differences in the learning outcomes, teaching and assessment strategies in implementation of the Diploma Electrical Installation Workshop course conducted at Universiti Teknologi Malaysia compared to other HEPs. It was also found that the Romiszwoski psychomotor domain model with the five levels of mastering the skills is deemed suitable to be applied in the teaching of the Electrical Installation Workshop course in developing students' technical skills.
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