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Statistical tests and thematic analysis show that EDP-based physics instruction produces significantly higher learning outcomes and is perceived as effective and contextually appropriate within an engineering setting.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Course  \nThien Van Ngo  \nCao Thang Technical College  \nAbstract  \nThe study investigated the effectiveness of using the engineering design process (EDP) to enhance student learning outcomes in a physics course. A mixed-methods approach was used in this study. A quasi-experimental pretest-posttest control group (CG) design was applied for the quantitative phase, while a semi-structured interview was employed for the qualitative phase. The study sample consisted of two classes randomly assigned from the Department of Mechanical Engineering at a technical college, which served as the experimental group (EG) and the other as the CG. Before the intervention, thepretest was administered to both groups. The EDP was implemented in the EG during the intervention, whereas the CG was taught using conventional teaching methods.  \nAfter the intervention, the posttest was administered to both groups, and a semistructured interview was conducted with eight students in the EG. The quantitative data were analyzed using independent-samples Mann–Whitney U-tests. The qualitative data were analyzed using thematic analysis. The results showed a statistically significant difference in mean scores between the EG and the CG, indicating that learning physics through the EDP model improved students' physics learning outcomes in the EG.  \nFurthermore, the qualitative analysis revealed that students in the EG perceived EDPas an effective and contextually appropriate approach for learning physics within an engineering context.  \nIntroduction  \nIn engineering training programs, physics is fundamental to designing technical solutions using physics concepts and laws. Physics comprises two groups: pure physics and applied physics. Pure physics focuses on building theoretical knowledge (i.e., declarative knowledge), while applied physics uses physics principles to develop new technologies or to solve engineering problems (i.e., procedural knowledge) . Therefore, physics has been the underpinning discipline of engineering. Physics studies how the natural world works. It provides fundamental knowledge for understanding the behaviour of matter and energy in our daily lives. Engineering aims to apply  \nphysics concepts and mathematics to design, develop, implement, and test technical solutions to problems. Thus, physics and engineering are closely related; complex engineering problems cannot be solved without an understanding of the underlying physics (Wolff, 2017) . Engineers may struggle to find technical solutions without a solid understanding of physics concepts and laws. Hence, taking an appropriate approach to integrating physics and engineering science in problem-solving is crucial for engineering students. Indeed, science and engineering practices have been implemented in K-12 (Brand, 2020 ; National Research Council, 2012) . Moreover, recent studies have examined the effectiveness of using the EDP in teaching physics to first-year engineering students in a technical college (Ngo, 2024). This study suggested that the EDP has the potential to encourage students to build and integrate basic physics concepts into the context of mechanical engineering. Based on the results of this research, it is evident that acquiring a solid understanding of physics is essential for selecting effective technical solutions. Moreover, during the prototype testing stage, the EDP allows students to experiment to gather, process, and analyze data to validate the technical solution. However, this study did not demonstrate that the EDP could enhance physics learning outcomes in the engineering training program at the technical college level. In addition, few empirical studies have adopted mixed methods to investigate the measurable impact of EDP on physics learning outcomes and students’ perceptions of its effectiveness in learning physics within the engineering context through the ED","cbCaihfdFIJXGWIj","https://ap.wps.com/l/cbCaihfdFIJXGWIj","pdf",287836,"English","# Introduction\n# Literature Review","[{\"question\":\"What teaching approach does the study evaluate in the physics course?\",\"answer\":\"The study evaluates the engineering design process (EDP) as the instructional approach for teaching physics to engineering students.\"},{\"question\":\"How were the experimental and control groups designed?\",\"answer\":\"Two classes were randomly assigned from the mechanical engineering department: one served as the experimental group using EDP, and the other served as the control group using conventional teaching methods.\"},{\"question\":\"What methods were used to analyze the study results?\",\"answer\":\"Quantitative outcomes were analyzed using independent-samples Mann–Whitney U-tests, while qualitative interview data were analyzed using thematic analysis.\"}]","Enhancing Student Learning Outcomes Using the Engineering Design Process - A Case Study in a Physics Course | PDF",1792065052]