FROM CLASSROOM TO COMPETENCE - PRACTICE DRIVEN PEDAGOGY FOR FULL-TIME UNDERGRADUATE QUANTITY SURVEYORS

Full-time undergraduate quantity surveying students acquire knowledge primarily through sequential theoretical modules, often without immediate practical reinforcement, and typically reach applied technical competence only in their later years. This contrasts with part-time learners, whose concurrent workplace experience supports earlier competence development, highlighting a pedagogical gap in the early stages of the full-time pathway. This study addresses that gap within a single cohort of second-year full-time students, examining a Construction Technology module through a constructivist lens and employing participatory methods within an interpretivist paradigm. The researcher is positioned not as a detached observer but as an active, reflexive interpreter of participants' meanings. Data are generated through focus groups and practical workshop sessions, with reflexive thematic analysis used to assess learners' knowledge and understanding before and after the workshops; the same students' pre-workshop position serves as the benchmark against which post-workshop change is evaluated. Findings reveal a discernible shift in student comprehension, supporting the proposition that practical modules for full-time quantity surveying students should be delivered through a task-oriented, practice-based approach to enhance technical proficiency.