Enhancing Electronics Courses Education: Active Learning Strategies for Undergraduate Engineering Students

Abstract

This study provides insights into the effectiveness of active learning strategies in enhancing student outcomes in undergraduate electronics engineering education. The findings demonstrate the significant impact of these strategies on student engagement, practical skills, and overall course performance. While traditional lecture-based teaching methods have long been used, evidence suggests they may not effectively engage students or foster deep learning. This study integrates active learning strategies, such as project-based learning (PBL), simulation software, and flipped classroom techniques, to address these challenges. The study’s relevance is highlighted by the rapid advancements in electronics engineering and the demand for engineers proficient in collaboration and problem-solving. It aims to answer: (1) How do active learning strategies impact student engagement and learning outcomes? (2) How do traditional teaching methods compare to active learning in student performance? A quasi-experimental design compared traditional teaching (control group) with active learning strategies (experimental group) over one semester. Results showed a 15% increase in overall course performance, a 20% enhancement in practical skills, a 14% rise in student engagement, and an 8% improvement in exam scores in the experimental group, supporting the broader adoption of active learning in electronics education.