No abstract

In engineering education, traditional teaching practices continue to be replaced by inquiry-based learning methods such as problem-based learning, which is now a ubiquitous practice in engineering schools. However, adopting it as the sole learning method curtails the richness of the pedagogical practice. This research proposes a pedagogical innovation by using a joint learning method, example-based learning (EBL) and problem-based learning (PBL), to improve learning outcomes. Using a posttest-only quasi-experimental design, machining laboratory practices in mechanical engineering were designed to use EBL only (control group) in one academic semester and both PBL and EBL (quasi-experimental group) the next academic semester. To account for the difference in cohorts, the difference-in-differences method was used to determine the impact of the addition of PBL. Students provided qualitative data to ascertain their perceptions using the joint method. The addition of the PBL method to the EBL method has a positive but statistically insignificant impact on posttest scores. PBL fosters the acquisition of non-technical skills such as communication, coordination, and teamwork, even when such skills are not taught. The combination of PBL and EBL works in synergy and fosters the development of technical and non-technical skills in engineering educational practice.