Examining Student Proficiency and Perceptions of Engineering Design Projects

Abstract

This study examines the effectiveness of a project-based learning approach designed to foster engineering students’ creativity, innovation, and design skills. The pedagogical approach involves teams of Mid-studies (third-year) civil engineering students who must design, simulate, and validate a technical solution to an open-ended problem. The first semester centres on problem definition, exploration of conceptual solutions, numerical modelling and planning for prototype development. The second semester shifts to prototype fabrication and experimental validation in the laboratory. The study employs a mixed-method research design combining quantitative and qualitative evidence. Quantitative data are gathered through structured evaluation tools aligned with targeted competency indicators, while qualitative insights are obtained through student reflections and open-ended questionnaire responses. Several data sources were used to assess student performance and competency development: rubrics, design performance metrics, design logs, prototypes, simulation reports and post-project questionnaire. The findings suggest that the project-based learning approach significantly enhances students’ creativity, innovation capacity, and design optimization skills.