Abstract:
Design-based learning is drawn from concepts
relating to problem-based and project-based learning. Designbased
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.
