# Empowering a Broadband Communications Course with a Unified Module on 5G and Fixed 5G Networks +
## 4 Results  
### Students' Feedback  
#### 4.1.1 Impact of Unified 5G/F5G Module  
From the first question, an attempt was made to assess the prior knowledge of the students and their acquired knowledge after completing the module, followed by a quantitative comparison. The percentage distribution of students' responses to the question \"How would you rate your knowledge on the subject 5G-F5G?\" is depicted in Figure 4. Prior to this module, during the previous academic year (2022-2023), 4 out of 32 students were unaware of the terms 5G/F5G, 20 out of 32 students lacked a strong understanding, and the remaining eight students possessed only a limited amount of knowledge. None of the students had a significant level of knowledge. After the completion of the module, 30 out of 32 students had either a limited (60%) or substantial understanding (35%) of 5G/F5G. Prior to this module, in the academic year 2023-2024, only 1 out of 16 students had not heard anything about 5G/F5G, 8 out of 16 students had no solid knowledge of these terms, and the remaining seven students had a little or a sufficient amount of knowledge. After the completion of the module, all 16 students had little (50%) or sufficient knowledge (50%) about the 5G/F5G, which is a very encouraging outcome. Overall, we can observe that 29 students out of 32 of the previous academic year, and 13 students out of 16 of this academic year, improved their knowledge status after the module. Overall, the positive impact of the module is validated in both academic years, despite the fact that in the current academic year, a higher percentage of students had higher knowledge about the aforementioned topics before the module, which is expected, as the students were exposed in the 5/6G topics for one extra year. From the second question, an attempt was made to delve into the significance of 5G/F5G concepts, both prior to and post the course module. As illustrated in Figure 5, approximately 45% of the students of the previous academic year perceived the subject of 5G/F5G as having minimal or no importance prior to the module instruction. Subsequent to the module instruction, a notable 94% of students classified the module as highly significant. Of the students of the current academic year, only 13% considered the topic of 5G/F5G as of zero or small importance before the module instruction; however, after the module instruction, similar to the previous year, 94% of the students designated the module of high importance. This represents a significant result, demonstrating that nearly all students comprehended the significant influence of telecommunications on crucial aspects of daily life, like social and economic activities. Again, the students of the current academic year understood the importance of the 5/6G topics at a higher rate compared to the previous year due to the fact that they are exposed to the 5/6G topics for an additional year. The primary aim of the third question was to study the influence of the course module on students' subsequent academic endeavors, such as beginning a relevant thesis, continuing reading, or selecting a relevant postgraduate course. As depicted in Figure 6, seven out of eight students (87.5%) of the previous academic year had expressed little to no inclination towards engaging with the 5G/F5G topic prior to the course. After the course, the number of students dropped to about one-third, while the other two-thirds voted as likely to continue their engagement with the topic. According to the students' responses during the current academic year, the majority (56%) declared that they found it unlikely or somewhat likely that they would engage with the 5G/F5G topic before the module. After the module, this number was reduced to 31%. Again, as with the previous two questions, the students of this academic year were more familiar with the 5/6G topics before this module compared with the students of the previous academic year.