| | | | |
| (%) | 8 | 0 | 25 | 33 | 33 |
| The instructor times the presentation of lectures effectively | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 8 | 0 | 25 | 50 | 17 |
| The topics covered are explained well | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 8 | 0 | 42 | 25 | 25 |
| The use of teaching aids and media is appropriate | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 8 | 8 | 8 | 50 | 25 |
| The instructor displayed a good knowledge of the subjects covered | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 17 | 0 | 17 | 42 | 25 |
| The instructor motivates my interest in the subject. | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 17 | 0 | 8 | 33 | 42 |
| The instructor communicates the material effectively | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 0 | 0 | 17 | 33 | 50 |
| The instructor is easily approachable following the lecture to answer questions (for example, personally or via email) | | | |
| 1 | 2 | 3 | 4 | 5 |
|
Total: 12 |
| | | | |
| (%) | 17 | 0 | 25 | 42 | 17 |
| I would recommend this course to other students | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 17 | 0 | 17 | 58 | 8 |
| The course has motivated me to continue exploring the subject area | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 8 | 8 | 17 | 50 | 17 |
| There is a positive atmosphere of ‘learning together’ in the lectures | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 17 | 0 | 8 | 25 | 50 |
| This course is important for my career | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 0 | 0 | 25 | 50 | 25 |
| The physical teaching and learning environment (lecture rooms, laboratories etc.) were of high quality | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 0 | 8 | 25 | 58 | 8 |
| The course has significantly increased my knowledge in the subject area | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 17 | 0 | 17 | 42 | 25 |
| I am confident that I can apply what I have learned in the course | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 17 | 17 | 0 | 58 | 8 |
| Examination standards were made clear in the lecture. | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 17 | 0 | 42 | 42 | 0 |
| I was well-motivated to attend all lectures and activities on this course | | | |
| 1 | 2 | 3 | 4 | 5 |
| (%) | 8 | 0 | 17 | 67 | 8 |
| Working and learning collaboratively in groups was actively encouraged | | | |
| 1 | 2 | 3 | 4 | 5 |
|
Total: 12 |
|
| nothing |
| | 1 (9%) | |
|
|
| The part about transformer protection.; |
| | 1 (9%) | |
|
|
| groups should never exceed two partners... furthermore, the instructor(Eng. Saddam) wastes too much time in theory explanation, whereas it is important to focus on practical sides. As for Dr. Jamal, He is excellent and extremely benefitted us in the course of power systems' protection |
| | 1 (9%) | |
|
|
| relay |
| | 1 (9%) | |
|
|
| the time of the course must be earlier |
| | 1 (9%) | |
|
|
| testing all kinds of faults |
| | 1 (9%) | |
|
|
| relay experiment's |
| | 1 (9%) | |
|
|
| there has to be more than two assistants |
| | 1 (9%) | |
|
|
| nothing |
| | 1 (9%) | |
|
|
| it should be taken after power system course |
| | 1 (9%) | |
|
|
| Nothing |
| | 1 (9%) | |
|
|
Total: 11 |
|
| nothing |
| | 2 (18%) | |
|
|
| The part about unsymmetrical faults protection. |
| | 1 (9%) | |
|
|
| simulation software |
| | 1 (9%) | |
|
|
| VT'S |
| | 1 (9%) | |
|
|
| nothing |
| | 1 (9%) | |
|
|
| the connection of the protection of the power system |
| | 1 (9%) | |
|
|
| the new equipment |
| | 1 (9%) | |
|
|
| learning about the types of relays and their functions |
| | 1 (9%) | |
|
|
| relay and CB and how it work |
| | 1 (9%) | |
|
|
| Instrument transformer and relays |
| | 1 (9%) | |
|
|
Total: 11 |