LACK OF PERSONALITY DEVELOPMENT

While analysing the data, a vast majority of the third and fourth
year students (49% and 33% respectively ) believes that there is a
lack of personality development (as seen in figure 1).
Interviewing these students revealed the fact that it was very
difficult for them when they were exposed to the harsh realities of
the real world. This was especially noticed when they were asked
to attend Practice School (an internal evaluation of an internship
initiated by the college). As students near their convocation , they
realise that personality and character is more important than
knowledge specially when it comes to practical application.

This opinion is varied among the first and second year students
indicated with percentages 11% and 7% respectively . On
interviewing these students , the general opinion is that the
transition from school to college is big , their main emphasis is on
increasing marks and not focused on personality development.
moreover , there was no apparent reason for the improvement of
personality as it wasn't considered important during schooling.



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INEFFICIENT EVALUATION SYSTEM

On analysing the collected data an interesting trend emerges , it is
seen that an ineffective evaluation system is an equally perusing
issue for the students belonging to all the years. This is indicated
with percentages 21%, 27%,28%and 24% respectively. On
interviewing the students of different years we found that in the
present system which is based on continuous evaluation, tests only
what a student has crammed or is able to copy .It does not test
what a student has learned and what ideas they have of life and
work. It also does not test the character, aptitude and attitude of
students.






















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NO EMPHASIS ON CREATIVITY AND
INNOVATION

On analysing the data obtained, the trend noticed is that majority
of the 1st and 2nd year students feels no emphasis on creativity
and innovation (as shown in figure 3) .this is indicated with
percentages 41% and 35% respectively .On interviewing the
students of these years, it was found that no emphasis on
creativity and innovation are given as they are forced to do a lot
of routine work like learning for components just to get marks
and hence they are unable to take part or participate in activities
of their interest.
As expected, the percentages 15% and 9% belonging to the years
3
rd
and 4
th
year respectively. On interviewing , the reason for a
substantial decrease in the percentage among fourth year students
is due to increase in free time available and also an increase in the
number of projects and internship programmes made necessary .






IMPLICATIO
NS OF ROTE
LEARNING
SYSTEM

On analysing the
data on the
drawbacks the current educational system faces, the trend noticed
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(as seen in figure 4 ) is that the third and fourth year students of
engineering believe that rote learning is one of the major
drawbacks of the current educational system , this is indicated
with percentages 12% and 17% respectively. On interviewing
these students we found that rote learning becomes impractical as
there is a shift in the curriculum from routine course to a more
application based system including projects , thesis and
internship. The course becomes highly specialised and
memorisation becomes an impossible task.

This opinion is not shared among the first and second year
students of engineering indicated with percentages 42% and 29%
respectively. On interviewing these students, the general
consensus observed is that students concentrate more on
increasing their CGPA and less on understanding the concepts.
Moreover repetition of questions in various evaluation
components encourages students to learn only a few questions and
not even read through the textbook.

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