EVALUATING THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN TEACHING ENGINEERING DRAFTING USING AUTOCAD

This study examines the efficacy of project-based learning (PBL) as a pedagogical approach for teaching engineering drafting using AutoCAD in undergraduate engineering programs. Conducted in a controlled academic setting, the research compares two groups of students: one taught through conventional lecture-based instruction and the other through PBL, where students completed real-world-inspired AutoCAD drafting projects. The study assesses multiple outcomes, including students’ technical drafting proficiency, engagement levels, problem-solving abilities, and academic performance. Data were collected through pre- and post-tests, student surveys, and instructor evaluations. Results indicate that PBL significantly enhances students’ ability to produce accurate 2D and 3D technical drawings, increases engagement, and fosters critical thinking compared to traditional methods. Additionally, PBL students reported higher confidence in applying AutoCAD skills to practical engineering scenarios. These findings suggest that PBL could be a transformative approach for CAD education, offering insights for educators aiming to align engineering curricula with industry demands and improve student preparedness for professional drafting tasks.