A framework to encourage the use of reflective practices by undergraduate engineering students in a design-based module

Abstract

Design-based learning is drawn from concepts relating to problem-based and project-based learning. Design-based learning is used in this paper to refer to the design and construction of an electronic hardware project by undergraduate engineering students. Students often experience difficulty with design principles regardless of the methods used to teach them. Many factors contribute to this struggle, including the selection of an appropriate project, the choice of and availability of components, the design platform used and financial constraints. The following research question, therefore arises, “What proposed framework may be used to help guide undergraduate engineering students to successfully complete a design-based learning module”? The purpose of this paper is to present a proposed framework that engineering students may consult regarding selecting an appropriate project and components for their electronic project that will lead to higher academic success. Data obtained from completed student projects in 2015 and 2016 form the basis for this framework that focuses on the number and type of components used together with the final grade awarded to the project. A quantitative research methodology is used as the relationship between the number and type of components used in the electronic projects are quantified and correlated to the final grade awarded to the project. A total of 74 student projects were analysed, and a correlation was drawn between 53 different criteria and their final grade. Students who used battery power, plug-in wires, and DC motors attained a higher grade than students who did not. The proposed framework has the potential of guiding future undergraduate engineering students in selecting more appropriate components for their electronic projects that will enhance its performance and lead to higher academic success.