Effect of project-based learning method for improving students problem-solving ability in the experiment of power electronics course

Abstract

Abstract— This paper examines the integration of the CDIO (Conceive, Design, Implement, Operate) framework in Mechatronics curriculum. CDIO revolutionizes technical education by emphasizing project-based learning (PBL) and practical experiences, fostering skills, attitudes, and problemsolving abilities for real-world challenges. The Power Electronics course for fourth-semester students, aligned with CDIO, covers semiconductor devices, converters, rectifiers, choppers, inverters, and specialized machine switching circuits. Being an outcomebased education (OBE) curriculum, two of its outcomes focuses on applying gained knowledge. PBL was implemented to achieve the outcome of the course among students. During the process of implementation, students demonstrated diverse outcomes. In the proposed case study, Set A effectively accomplished problem identification, simulation, and hardware implementation. In contrast, Set B had difficulties pertaining to the integration of hardware components. This study highlights the varied dynamics observed in student involvement and academic achievement within the context of project-based learning. By doing a comparative analysis of the outcomes between Set A and Set B, valuable insights may be gained to enhance instructional techniques. This statement highlights the significance of utilizing the CDIO framework's principles to improve project-based learning and better the overall educational experience in future deployments. Keywords— Power Electronics, CDIO, Project Based Assignment, T-test.