Lecturer professionalism plays a pivotal role in shaping the quality of education, fostering effective learning experiences, and contributing to students' holistic development. This study focuses on evaluating student perceptions of lecturer professionalism within the engineering faculties at Universiti Teknologi Mara (UiTM), Cawangan Pulau Pinang. A survey-based approach was utilized to collect data from 98 undergraduate engineering students enrolled in a math course (MAT 183). The survey encompassed seven questions assessing different dimensions of lecturer professionalism, employing a 4-point Likert scale for responses. The collected data were analyzed using ANOVA tests, and post hoc Tukey's HSD tests were conducted to compare students' perceptions across the faculties. The study findings indicated consistent perceptions of lecturer professionalism across the faculties. Specifically, no statistically significant differences in mean scores were observed for the three categories: planning and preparation, delivery techniques, and lecturer-student relationships. These results imply that lecturer professionalism was uniformly perceived in a positive light by students across Mechanical Engineering, Civil Engineering, and Electrical Engineering faculties. This research contributes to the understanding of lecturer professionalism and its impact on students' educational experiences. The study underscores the importance of maintaining high standards of professionalism among lecturers, fostering an environment conducive to effective teaching and learning. As educational institutions continually seek to enhance teaching quality, these findings provide valuable insights into the consistency of student perceptions across different engineering disciplines. Further research could explore additional variables and conduct longitudinal studies to assess the sustainability of these perceptions over time.
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